Resources for Assessment Teams
Web-Conference Series for PLC Leaders
FORMAT
- Eight interactive Web-Conference sessions (2 hours each)
INTENDED AUDIENCE
- Assessment Team Leaders
- PLCs Focused on Assessment
- District Leaders for PLCs
PURPOSE
Are your professional learning communities focused on assessment for learning? Are they on track? Are they staying on track? Are they accomplishing the deep work that was promised or envisioned? Are participants digging into the issues in the best way?
PLCs can be incredibly successful in assisting educators to move forward with assessment for learning. Sometimes PLCs need assistance – with content, with facilitation, with structure, or with transforming emerging barriers.
This Web-Conference series is designed for leaders of PLCs focused on assessment for learning. Each session not only focuses in on an important aspect of assessment for learning, it provides a task or activity, a conversation frame or protocol, to help deepen the learning of PLCs. This series will help you construct your own learning and provide practical ideas to take back for your learners.
Join this conference for responses to these key questions …
- What is the latest research that underlies assessment for learning?
- How do we create powerful learning environments for ourselves as adults, and what are the implications for our students?
- What can we do to really transform evaluation practices? How can you "Begin with the End in Mind" with your PLC? How do you help the educators who are part of that community begin with the end in mind with their learners?
- How do we co-construct criteria using exemplars and samples? What does that look like for us as adult learners and for the learners in our classrooms?
- How can we use criteria, and exemplars and samples, to improve feedback – not only through self-assessment, but through peer assessment and assessments from others – whether that be families, parents, or our own colleagues.
- What are practical ways to collect evidence of learning, select key pieces, reflect on what those pieces mean, and then set goals for future learning?
- What might the role of student-parent conferences and student-parent-teacher conferences be in a standards-based communication and reporting system? How can learners be part of providing proof of learning?
- How can your colleagues help students learn to better articulate clear ideas about their learning and show proof of those ideas?
- Is it possible to make time your ally? How do we find the time to engage students deeply in the assessment process? How can we work smarter and not harder? How can we decide what we can stop doing, in order to have time to do more of those things that make a difference for student learning?
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