Data Use and Assessment Literacy

October 29, 2015

 Learning Targets

1. I can define and communicate my understanding of

MPSs data and assessment terms and apply their
meaning to my work.
2. I can explain how classroom formative
assessments I develop and use before, during, and
after my instruction scaffold student learning.
3. I can analyze my assessment data about my
students and my learning targets to proactively
develop classroom formative assessments to
support my students needs.
Academic Framework: Establishing Priorities

Based on district data

High leverage strategies
for ALL students
Provides clear guidance
regarding where to
focus first, focus best
 Academic Framework Focus:
Effective Assessment and Quality
Core Instruction
Aligning Our Focus

Academic Priority:
Data Use

District PD: Understanding data use and assessment literacy

October 29 and Analyzing assessment data and non-cognitive data
January 19 Creating aligned classroom formative assessments
SOEI Elements
Getting Grounded: I Chose C

What does the video tell us about

how students experience
assessments?
How might students experience
assessments differently based on
their achievement level?
What does the video challenge us
to do as we design assessments for
our students?
 Formative Assessment

1. What words are most

is a deliberate process used
by teachers and students
during instruction that
provides actionable feedback
important? that is used to adjust
2. How do they inform ongoing teaching and
learning strategies to
your role? improve students
3. What do they mean self-assessment, reflection,
and attainment of curricular
for your students? learning targets.

 All In a Days Work

When it comes to _____________

assessment, teachers develop and
do the following _____________.
 Classroom & Informal Formative Assessments

Classroom Formative Classroom Formative Classroom Formative

Assessments Assessments Assessments

Informal Formative Assessments: Teacher developed informal formative

assessments administered frequently throughout instruction to check for student
understanding and to scaffold/reinforce student learning from one learning target
to a subsequent learning target, including anecdotal observations
 Unpacking
Assessment Data
about My Students
Knowledge of Students and Assessments
en ts
S tud
in g
n d
rs ta Classroom teachers
n d e have a greater
d U understanding of their
g an students needs
w i n through informal and
K no classroom formative
e of assessments and the
r e
Deg relationships they build
with their students.

National State Interim Benchmark/Unit/ Informal and

Assessments Assessments Assessments Theme Classroom
Assessments Formative
Assessments
Analyzing Assessment Data

1. What assessment data do you have

that reflects what you know about
your students?
2. What are the variety of
assessments that you have used to
inform your understanding?
Looking Ahead: Anticipating Difficulty

What concepts are difficult for

students to grasp?
What misconceptions have students
had about the concepts?
What concepts do you find
challenging to teach?
Looking Ahead: Anticipating Difficulty

Do students struggle with completing

the task or understanding it?
Do some student groups have a
better understanding of the concepts
than other groups?
What lagging skills or unsolved
problems exist for some students?
Developing Aligned Formative Assessments
Learning Formative Formative Formative Formative
Target Assessment Assessment Assessment Assessment
Option #1 Option #2 Option #3 Option #4

Document
the learning Create, document a variety of formative
target(s) that assessment options aligned with your learning
you targets that check for and demonstrate student
want/need understanding.
students to
learn
 Developing Aligned Formative Assessments

Learning Target Formative Formative Formative Formative

Assessment Option Assessment Option Assessment Option Assessment Option
#1 #2 #3 #4

I can communicate Record what you In small groups, Talk with another Write a paragraph
my understanding of learned about each discuss the class member about about the most
character of the main character traits that what you think the essential character
development. characters using a are most important character will traits that have been
fishbone diagram. for helping us dopredict his demonstrated and
understand the actions and then what they reveal
story; create a list to briefly write why you about the meaning
share with the rest made the of the story.
of the class. predictions you did.
I can
What Learning is Sticking?

Individually complete the

reflection on learning.

Use your interactive

agenda to support the
analysis of your learning.