Summer+Workshop+Agenda


 * D113 Equity Belief Statement:**
 * "All students must have access to resources, opportunities, and rigorous curriculum that ensures their success."**


 * Purpose of this Workshop:**
 * How do we know we are writing meaningful Formative and Summative Assessments?**

Bain, Shannon ; Dillon, Dan ; Fay, Aaron ; Firer, Jennifer ; Hagopian, Nairy ; Lakani, Kevin ; LegisPortincaso, Marisol ; Leibfried, Scott ; Lusson, Paul ; Nelson, Lars ; Scane, Brian ; Schriner, Christina ; Wang, Weifang ; Wolfe, Warren  Allen, Lisa ; Blanche, Julie ; Eglite, Julie <JEglite@dist113.org>; Kellogg, Shari <SKellogg@dist113.org>; Lempa, Cristee <CLempa@dist113.org>; Motzko, John <JMotzko@dist113.org>; Pechter, Marc <MPechter@dist113.org>; Plata, Koren <KPlata@dist113.org>; Svetlik, Steven <SSvetlik@dist113.org>; Wathen, Chuck <CWathen@dist113.org>
 * Participants:**
 * HPHS:**
 * DHS:**

8:30 - Overview of D113 Strategic Plan and how it connects and supports this workshop...
 * Writing Meaningful Assessments**
 * Summer Workshop 2011 Agenda:**
 * Day One:**

9:30 - Formative Assessment Research:

10:00 - BREAK

10:15 - Assessment //for// Learning:

10:45 - Additional Examples of Formative Assessment and Creation of Formative Assessments for First Quarter 2011 []



12:00 - 1:00 LUNCH on your own

1:00 - Whip Around __Toipcs to be Discussed in the Workshop or in your "14 Hours"__
 * __Self-assessment and goal setting for students__
 * Key part of Formative Assessment
 * __Grading practices: start with the end in mind__
 * Connect your Assessments to your Targets
 * __Theory vs. Practice; The Creation of Formative Assessments; Realistic starting points for us to make these shifts...__
 * Jump in with one or two changes during first quarter
 * __Do you grade Formative Assessment / Homework...?__
 * Determine if your assessment should truly be formative... maybe you need to have it be summative with a formative quality (ie self-reflection).
 * Doing the work at home doesn't automatically make it "homework".
 * How can you continue to Report complience topics while only grading work connected to the mastery of Learning Targets.
 * __Student Motivation__
 * Increases with more student involvement and ownership
 * __How do I know I am using Formative Assessment frequently enough?__
 * Error on the side of more Feedback while helping the student focus on one/two qualities to improve
 * __Quality modeling of Formative Assessment__
 * Refer to... "What does AFL look like?" "Seven Strategies for AFL".
 * Take a current Summative and give it Formative qualities "You be George" Activity
 * __Balance and Alignment of Summative and Formative__
 * Your Course Team's professional judgement in creating ongoing support for student learning and having enough evidence of a student's mastery of the learning targets.

Topics in need of On-going Discussions in our District:
 * Grading for Participation? Academic Behaviors? Compliance?
 * Grades based on mastery? How can we really do this?
 * What is common? Tight vs. Loose (Teams and School)
 * Course team development - sharing/growth - being a true colleague
 * Equity: Guaranteed and Viable Curriculum
 * Assessment literacy for all staff with Admin support
 * Time for quality feedback/ What will motivate students? How do we offer it?
 * Getting student buy-in: Points vs. Learning
 * Value of growth in determining grades
 * Horizontal and vertical alignment of courses

1:15 - Homework as Formative Assessment:

2:15 - BREAK

2:30 - Discussion: "Should Homework be graded?"

3:15 - Day One Feedback


 * Day 2:**

8:30 - Day One Review 8:50 - Analyzing Assessments:

9:50 - Large Group Share

10:00 - BREAK

10:15 - Designing a Quiz, Test, Rubric for Use as Self-assessment:

Types of Work... 1 - Alignment of Targets and Assessments 2 - Improve Formative Assessments by increasing Student Involvement 3 - Adding Formative Qualities to Summative Assessmnts (greater student involvement) 4 - Adding Summative Qualities to Formative Assessments (quiz/test relationship... the quiz that can never hurt you).

Additional Conversations... - Accountabilty: A) Academic Behaviors / Academic Identity To be Reported but not (or minimually graded) B) Target Mastery Graded

Grading Shifts: - Mean vs. Median.... Points to be averaged vs. Student's current level of performance

12:00 - LUNCH

1:00 - Assessment Self-Evaluation

1:15 - Individual and Small Group Assessment Creation/Revision

3:00 - "14 Hour Plan" and "15th Hour" 3:15 - Workshop Summary Feedback




 * Student Involvement Resources:**

- MetaRubric - Performance Assessments and Creating Quality Performance Tasks - Increasing Student Involvement - Eliminating (or controling for) Bias and Distortion - Assessing Assessments (Rubrics to assess the quality of an assessment) - Writing Quality Reasoning Target Items - Balancing Formative and Summative Assessments within a course - Confidence Questionaire (how fluent are you in Assessment Literacy)
 * Additonal Resources/Topics:**