Assessment+for+Learning



How do we incorporate choice and get students and teachers comfortable with it? How can we facilitate cross-curricular teaching and learning? How can we get teachers to modify their plans to reflect formative assessment? || We need to open up the parents' thinking and modify their expectations so that they don't resist the change. We need to have on-going professional development for teachers and parents so that they understand what we are trying to do and know what to do and how to do it. || These things come easily to them. We need to teach them how to function without us. || They may be defensive saying, "I already do this." They may hold on old practice because they are uncomfortable. They need to be willing to discuss these things with students and empower them to assess their own goals and work. || Lots of hands on training and support within the classroom are needed. They need models and people to go to for help. We need to make sure parents understand that their students are learning even if it looks different from what they're used to. Conduct some training with teachers and students together. || It prepares students to be in charge and in control over their own learning. The ability to do this will transfer from class to class and into life situations. || Instills in every student the belief that they can achieve more than they think possible and teaches all student the skills that they need to be successful. || We need to build in time and have check points to make sure we are completing our goals and making progress. ||
 * Assessment for Learning || ** What sub-categories should be identified?** || ** * How might these be described, or explained**
 * to our stakeholders?** || **How are the skills for each relevant, or meaningful to our students?** || **How might our teachers interpret these in practice?** || **What tools can be used to support student/teacher development of these skills?** || **How might this skill set fit with our priority of empowering student learning?** || **How does this sub-category connect to SBISD's 5 Year Plan?**
 * How does it connect to our campus goals?** || **What other considerations**
 * need to be made specific to this strand or to one of the sub-categories?** ||
 * Round 1 || Define "mastery" and what it looks like, how it differs from getting a grade. Students need to know how to evaluate their work and others' work. They need to develop their own rubrics and understand assessment isn't always paper and pencil or a grade. Teachers and students need to be reflective about establishing and monitoring goals.
 * **Round 2** ||  ||   ||   ||   ||   ||   ||   ||   ||
 * Round 3 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * **Round 4** ||  ||   ||   ||   ||   ||   ||   ||   ||


 * **Draft Goal** ||
 * **Draft** **Plan** ||

//Please be sure to type your notes in Word, then copy & paste into the table above//


 * Activity**:

First...
 * 1) As a whole group, work through question in first column: //What sub-categories of Assessment for Learning need to be identified?//
 * 2) Are there questions our group needs to consider in addition to those listed in the remaining columns above? If so, please add them.
 * 3) For each sub-category, complete the process of Rounds (see below) //*Rounds can be done individually, in pairs or in small groups//

Round 1:
 * 1) Select one sub-category from above to address
 * 2) Divide the remaining columns among the individuals, pairs or small groups, each taking a question(s) to address as it relates to the sub-category selected.
 * 3) Individually, in pairs or in small groups, post a response to the question under your column in "Round 1".

Rounds 2, 3 & 4:
 * 1) Each individual, pair or small group moves to the next column and considers what was posted in the previous round
 * 2) Add responses in box for appropriate column & round
 * 3) "rinse & repeat" until all questions have been addressed for each sub-category.

Finally...
 * 1) Consider the most critical elements of each response to your rounds.
 * 2) How can they be combined to draft a Media & Information Literacy goal(s) for your group?
 * 3) Given the details in the responses to each question, what specific steps need to be taken to move your group toward your goal(s)?


 * Note:**
 * * **//proceed slowly to avoid check list approach --// ticking boxes v. truly unwrapping, experimenting, grappling, discovering, realizing & embedding possibilities & potential of tools, skills and applications (see http://www.dangerouslyirrelevant.org/2010/02/just-tell-me-what-to-do.html)