Linking Stiggins First Four Assessment Principles to Classroom Practice

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Linking Stiggins First Four Assessment
Principles to Classroom Practice

• Cynthia Cuellar
• Connie Laughlin
• Bernard Rahming

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Session Goal

• To understand the importance of Stiggins first
  four assessment principles and link the
  principles to classroom practice.

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Studying the Learning Team Continuum and
Stiggins first 4 assessment principles

• Read the first four assessment principles
• As a table group, take each principle and discuss
  what each means in day-to-day classroom practice

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Alignment of the Principles of Formative
Assessments to the Learning Team Continuum of
Work for Mathematics
Principles of Assessment for Learning
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Shirley Clarke Reading

• Read pages 19-26 of the article.
• Highlight important ideas.
• Pay particular attention to learning intentions
  and success criteria of a lesson.

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Reading Debriefing

• As a table group, come to consensus on
• Why is it important for teachers to state a
  Learning Intention?
• Why is it important for teachers to have a
  Success Criteria?
• Why is it important to do these two things in
  day-to-day classroom practice?

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What we will accomplish

• Analyze a lesson
• Discuss Important Mathematics to Develop
• Identify the Learning Target and Descriptors
• Translate objective(s) into student-friendly
  language
• Create success criteria
• Construct 3 good questions
• Summarize learning experience

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Lesson Planning with Formative Assessment
Principles
Date ______________ Grade ______________ Less
on ______________
The Milwaukee Mathematics Partnership (MMP), an
initiative of the Milwaukee Partnership Academy
(MPA),is supported with funding by the National
Science Foundation under Grant No. EHR-03148
REV 01.12.09
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Examining a Lesson

• In teams, read the lesson
• Fill in Part 1 of the form
• Important Mathematics to Develop
• Learning Target and Descriptors
• Lesson Objective in Student Friendly Language
• Success Criteria

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Part 2 Constructing 3 Good Questions

• To access student background knowledge
• To push student(s) thinking
• To help the student summarize the important ideas
  from the lesson
• None of these questions can be yes/no questions
  and they all should promote levels 2/3 of Depth
  of Knowledge

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Part 3 Sharing Exploration of the Task

• As a whole class discussion, summarize the
  important mathematics in the lesson.
• This could be a continuation of question 3
• in part 2.
• The discussion should also tie back to the
• success criteria.

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Walk Away Questions

• How does this process support good teaching?
• How does this process support formative
  assessment principles?

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Conclusions

• A formative assessment system is more than CABS
  and descriptive feedback.
• MTLs/MTSs using this in classrooms have noticed a
  difference in teaching practice and student
  learning.
• The implementation of these four principles bring
  formative assessment into classrooms on a
  day-to-day basis.

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Homework

• For March, bring back a completed Lesson Planning
  with Formative Assessment Principles template of
  a lesson you taught. Be ready to share your
  experience based on the following questions
• How did this process change the way you planned a
  lesson?
• How did this process support your classroom
  teaching?
• How did this process support student learning and
  motivation?