The Bay Area Mathematics Project, The Bay Area Science Project, and The Bay Area Writing Project are pleased to present:
Saturday Seminar: Transitioning to Meaningful Assessments
Join colleagues across grade levels, subject areas and school districts as we learn to design and refine formative assessments and use the results to target our instruction. How can we equip students with the language and skills they need to meet Common Core Standards and demonstrate their understanding? How can we work together at our schools and in our districts to make sense of what students produce and use their work to inform our teaching? This morning will be devoted to using the Cycle of Inquiry to improve instruction and performance.
FREE and OPEN to all Bay Area Teachers
Where: Albany Middle School
1259 Brighton Avenue
Albany, CA 94706
When: January 25, 2014
8:45 am – 12:45 pm
Keynote begins promptly at 9:00 am
Light refreshments: Coffee, tea, and bagels
8:45 am – 9:00 am – Register, Network, and Sip Coffee
9:00 am – 10:15 am Keynote Presentation
Comparing Writers to Themselves: Some Thoughts on Formative Assessment
Students’ written work provides what might be the ideal opportunity to guide further instruction, but assessing writing, even as a formative assessment, is hard. The arrival of Common Core Standards and imminent Next Generation Assessments has done nothing to make this easier, yet these reform efforts have increased the calls for formative assessment. These calls are supported by a growing body of research on the power of formative assessment (Andrade & Cizek, 2010; Hattie, 2008; Ruiz-Primo & Furtak, 2007; Black & Williams, 1998; Fuchs & Fuchs 1986).
This interactive presentation will engage us in a variety of formative assessment practices and seek to generate some principles of practice for assessments that truly inform instruction. And if we are lucky, just maybe make assessing writing, if not easy, at least less hard.
Keynote Presenter: Tim Dewar
Tim Dewar is the Director of the South Coast Writing Project at the University of California, Santa Barbara, where he teaches undergrads, credential candidates, and graduate students, drawing on his experience as a secondary English language arts teacher, research, and, most importantly, the expertise of writing project teachers. He is particularly interested in how teachers come to frame the challenges they encounter in student work and craft an identity that makes for a sustainable career in education. That and the latest things his daughters have written or read.
11:40 am – 12:40 pm – Workshops
Formative Assessment in Math Class
Research shows that teaching is more effective when it adapts in real time to the needs of students, which it can only do if the teacher has access to those needs (Black & Wiliam, 1998). In this workshop, we will survey the research and available resources and practice some formative assessment ourselves.
Presented by: Lew Douglas, Bay Area Mathematics Project (BAMP)
Science Writing Task: Teaching Evidence Supported Argumentation Through Science
The presenters will discuss the cross-curricular collaboration between literacy and science specialists in creating an authentic, Common Core State Standards-aligned performance-based argumentative writing assessment for grades 3-5 in Oakland Unified School District. The presentation will include models of the task and discussion of the design, rubric creation, and scoring processes.
Presented by: Michael Ray and Elizabeth Woodward, OUSD
Promoting Excellence on New Assessments
Presented by: Dr. Lanette Jimerson, 9th Grade English Teacher, Academic Research and Program Manager at Stanford University, and Faculty Member at UC Berkeley
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For more information or for questions please email or call Carolyn Billingsley at (firstname.lastname@example.org) or (510) 642-7154