2015 Breakout Session Descriptions

Sessions are Listed in Alphabetical Order by Primary Presenter’s Last Name

  • Sue Brookhart: Quality Questioning
  • The most helpful formative assessment relies on evidence of the quality of student thinking, as opposed to evidence of some amount of achievement as in a percent-correct score on an assessment. In other words, “how well” do students think, not “how much.” This session will describe how to create questions that assess student thinking, concentrating on formative uses. Participants will learn: How to write open questions and even some kinds of closed questions that elicit evidence of student thinking, and How to interpret student answers in terms of what they are thinking, not just degree of correctness

  • Stephen Ventura: Short-Cycle Assessments and Feedback: The Key to Quality School Improvement
  • Short Cycle Formative Assessments are teacher created assessments designed to provide feedback for teachers and students, without assigning a grade for the students’ performance. The feedback focuses on what the students have or have not learned. As a result, the teacher and students are able to identify: 1. Concepts and skills from priority standards that have been learned, 2. The concepts and skills from priority standards that need to be re-taught/learned a different way. Short cycle assessments are assessments for learning. They have scoring guides based on success criteria that directly align to the concepts and skills of the priority standard(s) or even a portion of a standard. Assessments are give every 2 to 3 weeks, or administered in between each unit of study to help inform both the teacher and the students of their progress in mastering the standard(s). This interactive and informative session will demonstrate how teachers and leaders can create and implement effective short-cycle formative assessments. Sample templates and examples are included.

Comments are closed.