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The Maine STEM Partnership

A statewide STEM education improvement community

University of Maine
5727 Estabrooke Hall
Orono, ME  04469
(207) 581-4672
mainestempartnership@maine.edu

Assessment For Learning - Not offered 2018-19

teacher's reminder to students on stars and stairs strategyThis community focuses on assessment strategies for your classroom. By the end you will have a tool box of student-centered formative assessment options that will not only guide your teaching, but help your students achieve their goals.  Furthermore, you will gain leadership skills as this program follows a teacher-led facilitation model, where you will be trained as a teacher leader at regional cohort meetings and then you will bring the program back to your local colleagues by running study groups.

The 2018 Assessment for Learning Community will have 5 evening meetings and 1 release day during the 2018-19 school year.  Locations are TBD with options to connect digitally.

Meeting Dates: Not offered 2018-19

Program Overview
Assessment for Learning in STEM and Beyond is a year-long professional development program created by Dr. Jeff Beaudry and Dr. Anita Stewart-McCafferty from the University of Southern Maine in collaboration with the Maine Center for Research at the University of Maine exclusively for the Maine STEM Partnership at the RiSE Center professional learning community.

Classroom teachers must rely on a strong foundation of research-based ideas, strategies and models for teaching and learning that make explicit connections to assessment literacy in order to promote student success. Regardless of the policy (teacher evaluation or proficiency-based education) or model of teaching we suggest that there are core concepts in assessment literacy, five (5) standards of high quality assessment (Chappuis, Stiggins, Chappuis, and Arter, 2012) accompanied by seven (7) strategies of assessment for learning. 

We call this approach, 5 + 7 = Assessment Literacy.
 
Our focus is the seven strategies of assessment for learning combined with the results from Hattie’s Visible Learning are organized around three student-centered questions:
 
Where am I going?  
    1. Clear learning targets
    2. Models of strong and weak work with rubrics
 
Where am I now?
    3. Timely, descriptive feedback that directly affects learning
    4. Student self-assessment and goal setting
 
How do I close the gap? What are my strategies to get there?
    5. Teachers use evidence of student learning to determine next steps
    6. Focused practice and revision
    7. Student self-reflection, tracking and sharing learning and progress with others (e.g., peers)
 

A4L Meeting Calendar

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All rights reserved, please contact the RiSE Center at risecenter@maine.edu for permission.

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