The MAC salutes educators who are working hard to continue instruction for students through the end of this school year. They are responding to unique challenges and quickly developing remote learning experiences for students. Both teachers and their students are adjusting to new modes of teaching and learning. At the same time, teachers, administrators, coordinators, and coaches are already thinking ahead to the challenges and opportunities they will face in 2020-21.
That’s why our plans for the Assessment Learning Institute (ALI) are changing. In order to ensure this event meets educators’ most pressing needs, we are adapting our schedule and focus as follows:
- Identify a personal problem of practice*: Each attendee will identify, in advance, a personal problem of practice (PoP) related to assessment and reporting in their current remote learning situation. You will also identify how it might or might not change during the 2020-21 school year.
- Receive targeted feedback: Receive feedback on your PoP from the ALI staff, both before the August session and on Day 1 of the event.
- Plan for a balance of assessment tools and strategies: ALI faculty will provide information on both assessment for and of learning during Days 2 and 3. You’ll leave the Institute with an actionable plan to address your short- and long-term PoP as well as improved assessment literacy for yourself and colleagues.
*What does a “problem of practice (PoP) look like?
The ALI will help you identify individual problems of practice and to provide customized support to develop specific action plans to address them. Here is a sampling of the concerns you might be addressed in a short-term PoP in addressing student needs:
- How will we identify students’ current level of proficiency when they return in the fall? What types of assessment will be useful to quickly identify for teachers where students are in their learning?
- What are the best ways to meet students where they are and move their learning forward?
- What approaches to assessment, related to curriculum and instruction, may be most useful to support students and teachers during times of in-person or virtual learning?
- How can I and my colleagues become more assessment literate and promote balanced approaches to assessment?
Participant Outcomes:
Day 1:
- Participants will set the stage by describing their needs in relationship to the classroom and district assessment plans needed to support students when the 2020-21 school year opens.
- ALI faculty will introduce assessment practices relevant to those needs and that are designed to move student learning forward.
- This day sets the stage for Days 2 and 3, where participants will explore how to achieve balance in a classroom and district assessment system.
- By the end of Day 3, participants will have refined their problem of practice and leave with an actionable plan.
Day 2: Foundational day
- Understand the importance of assessing fewer standards and more complex learning outcomes.
- Explore the various types of assessment tools and practices available to educators and how to choose the most effective in addressing a school’s or district’s current problems of practice.
- Understand how achieving balance in classroom or school/district assessment practice and systems supports equitable learning and achievement.
Day 3: Specific Track (Select One)
- Classroom Focus:
- Become familiar with the 5 Keys to Quality Assessment and their application to classroom assessment
- Understand the formative assessment process and how it relates to the 5 keys
- Recognize characteristics of quality classroom summative assessment
- Explore approaches to making meaning of classroom assessment evidence
- Systems Focus:
- Become familiar with the 5 Keys to Quality Assessment and their application to summative assessment
- Understand technical vocabulary and concepts related to interim/summative assessment
- Understand the basics of developing and selecting appropriate assessments
- Understand appropriate ways to use and report on student data
Schedule
- Program Orientation (virtual): June 8, 2020; 1 – 2 p.m.
- Past June 8th? New registrants will receive a recording of the orientation webinar via email.
- Days 1-3 (virtual): August 4 – 6, 2020; 8:30 a.m. – 4:00 p.m.
The $250 registration fee includes includes the June 8 virtual orientation meeting, expert facilitation, Assessment Learning Institute materials, access to select Assessment Learning Modules, up to 18 SCECH credits, morning coffee/snack, and a light lunch on all 3 days.
Participant Commitment…
- Participate in or view the recorded Orientation
- Attend the three-day intensive in mid-Michigan August 4, 5, 6, 2020
- Contribute to an evaluation of the Assessment Learning Institute
- Contribute to a Problem of Practice Symposium designed to provide follow up support for ALI 2020 participants (November 11, 2020; 1 – 4 p.m.).
Benefits for Assessment Learning Institute Participants…
- Up to 18 SCECH’s to apply toward professional development requirements
- Access to a network of Assessment Facilitators
- Support from assessment experts and the use of materials and resources tailored to support improvements to assessment practice and pursuit of effective assessment systems
- Access to selected MAC Assessment Learning Modules – at no additional cost (beginning when registration is secured for Institute and continuing 6 weeks following). Michigan Assessment Consortium Module Titles:
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- Assessment Systems That Support 21st Century Learners
- Developing A High-Quality Balanced Assessment System
- Developing Appropriate Assessments
- Making Meaning from Student Assessments
- Selecting Appropriate Assessments
- Understanding the Formative Assessment Process
- Understanding the Technical Concepts Used in Student Assessment
- Using Assessment Data Well
- Opportunity to participate in the track not selected (classroom or system) during the summer institute, at a discounted rate during the 2020-2021 school year
- Eligible to be invited to become a trained evaluator for MAC Level II (micro-credential style) courses
Event Resources
