Agenda 8-24-16

Common Understanding & Focus for Work:

• a quick definition of proficiency-based learning to unpack assumptions and work from the same definition with this short piece. 
•  a quick look at research supporting the use of learning scales & proficiencies to improve the current assessment system: students as assessment partners:  When Students Track their Progress Marzano
• a shared reading of this classroom example of putting it all into practice in a high school physics classroom

How will these proficiency scales, when used as teaching tools (learning progressions with frequent formative feedback) increase personalization? How can they be used to provide structured support and challenge all students?

Resources: 

Our learning scale for writing scales  &  the bigger idea of Proficiency-based Learning


an example of three types of feedback 


 Images, Anecdotes, Activities That Help Learners Understand Learning Scales

Tuning protocol - scales feedback and development


Lunch

Revisit Dot Exercise - which learning scales do you plan to use in the first two weeks of school?  In other words, which scale(s) can you commit to introducing to students and using for both instructional and formative assessment purposes?  It is this scale, any adjustments you made to it while using it, and the experience of using it with students you will bring to our next pd session.  

What does it look like in practice?

• Descriptive Feedback Helps all Students Reach Proficiency
• Integrated Unit Example

Whole group discussion:  What kind of student work could be evidence of meeting some of these proficiencies = benchmarks?

Broader assessment conversation:  In addition to scales, what other assessment tools will help us personalize and challenge students?   What types of data can you provide for students to help track their growth?