When looking at these chapters, I was reminded again of the importance regarding clear learning targets or intended learning. We have spent a great deal of work this year on the planning and pre-planning that drives our assessment literacy work. Our teams have had to go back and really dig deep into their planning (conversations, learning targets, formative assessments, unit assessments, pacing guides, intervention groups, etc) because they are 100% dependent on one another. I uploaded some artifacts into our Google folder to illustrate what this looks like on various teams.
I like how chapter 3 highlights the importance of the teacher communicating success criteria, not just writing a learning objective on the board. On our campus, we're still working on at least creating quality learning objectives, and a few grade levels have begun work on co-constructing criteria. During our next round of plc's, teachers will do learning walks to observe other classrooms and look for evidence of clear learning objectives.
On page 55, the author discusses "wallpaper objectives". How do we move teachers from thinking they are posting learning targets to deepen student learning rather than just a "check-mark" in the box.
Love this quote: When we are in summative mode, the purpose of success criteria is to determine the extent to which students have been successful. When we are in formative mode, the purpose of success criteria is to bring about that success.
When looking at these chapters, I was reminded again of the importance regarding clear learning targets or intended learning. We have spent a great deal of work this year on the planning and pre-planning that drives our assessment literacy work. Our teams have had to go back and really dig deep into their planning (conversations, learning targets, formative assessments, unit assessments, pacing guides, intervention groups, etc) because they are 100% dependent on one another. I uploaded some artifacts into our Google folder to illustrate what this looks like on various teams.
ReplyDeleteI like how chapter 3 highlights the importance of the teacher communicating success criteria, not just writing a learning objective on the board. On our campus, we're still working on at least creating quality learning objectives, and a few grade levels have begun work on co-constructing criteria. During our next round of plc's, teachers will do learning walks to observe other classrooms and look for evidence of clear learning objectives.
ReplyDeleteOn page 55, the author discusses "wallpaper objectives". How do we move teachers from thinking they are posting learning targets to deepen student learning rather than just a "check-mark" in the box.
ReplyDeleteLove this quote: When we are in summative mode, the purpose of success criteria is to determine the extent to which students have been successful. When we are in formative mode, the purpose of success criteria is to bring about that success.
ReplyDeleteWiliam, Dylan (2011-05-20). Embedded Formative Assessment (p. 64). Solution Tree Press. Kindle Edition.