Action Statements
If we model using diagnostic assessments to inform our instruction, then teachers will better understand out to use diagnostic tools in their teaching practice.
If we keep track of how teachers are using LGs and SCs in their classrooms (or not), then we'll have a better sense of teacher learning needs.
Questions:-Does success criteria and feedback increase student engagement? How could we measure this?
Do teachers need clarification around the fact that using success criteria, giving feedback etc.is responsive teaching?-e.g "Third Teacher" Monograph
Example of using SC to do self and peer assessment in ENG3U
Photo evidence of SC
Curriculum Team Form for Observations
Example of co-creating success criteria in ENG2P
If we model co-creating success criteria while we work with teachers, then teachers will better understand how to co-create success criteria in their classrooms.
Dave: using photos in his role to help teachers understand the recommendations he is making
Dave is contributing to google doc bank of visuals as they are created to share with teachers
Teachers not understanding what he means when he gives them ideas.
What we're finding
Blayne: when using the checkin at the end (Sandy's 5 fingers for got it, one for WTF) I noticed at the last DSV that many teachers/ admin were not willing to put themselves out there and even put up fingers
not used to reflecting on their learning?
scared to be critical?
We need to continue to model co-creation of success criteria
teachers are uncomfortable assessing where they're at in their own learning
teachers are struggling to co-create success criteria
Samples of co-creating during PD sessions
Wondering: Can we get teachers to co-create success criteria at the beginning without them going through the process? Sandra would say that you need to model and use exemplary?
When should we model this for teachers?
How do we determine "instructionally significant" in our role?
Examples
Tech example of co-creating SCs
4. Build in a Feedback loop (Exit Card, Conversation) - What were our SC today? Did we meet them? How do you know?
3. Continue with body of PD session
2. Co-construct Success Criteria with group
1. Start with Learning Goals
If we build a common understanding of what we already do, then we will know our next steps for learning.
Student self assessments - Learning Skills, in-class work
Products
Looking at tasks and how they relate to the achievement chart, to show what areas are being missed in assessment
Conversations
emails
Oral first, Google Keep
Make notes based on conversations
Observations
Sandra Herbst materials
Sandra Herbst- Clapping: Illustrating the importance of success criteria
notes from Curriculum Leader day
Functional Behaviour Assessment
Using Learning Goals and Success Criteria; use LGs & SCs to create Rubrics and other assessments
Co-creating assessment, and providing feedback on their process
Personal Feedback Forms
Model assessment practices in the classroom:
-Use of diagnostics-formative
-Use of daily assessment-for feedback/small group
creation
-how to observe/document in a systematic way that
allows for analysis of student work that can inform instruction
-how daily assessment informs personalized report card comments
-
Inquiry Question
How can we model effective assessment practices when we work with teacher colleagues?
Assessment PLC
(AKA Team Awesome)
Questions for Sandra Herbst
How can we convince teachers of the value and impact of using learning goals and success criteria so they are using it regularly in practice (i.e., not mandated but a choice because they know it works)?
How do we get teachers to collect pedagogical documentation routinely for recording observations and conversations?
How can we get teachers assessing and evaluating all aspects of the achievement chart and not just knowledge and understanding? (i.e. how was it done in high school because it seems to be embedded there).
How do you manage the recording of the data?
High tech & Low tech
Triangulation of Data
Focus on Observations & Conversations
Assessment Beyond Knowledge and Understanding
How do you analyse the data you record?
Common Language of Assessment
How do we build this into everything we do? pd, in schools
What does really good assessment look like?
For and As Learning
Assessment in Our Roles
model what it can look like, in various contexts
Main topic
