Post on 25-Feb-2016
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To Test or To Test or Not to Not to Test? Test?
...that is the ...that is the question!question!By: Sandy Church and Linda LerchBy: Sandy Church and Linda Lerch
That’s not the real That’s not the real question…question…
TThe real question he real question is…is…
Why do we test? Why do we test? And why use And why use
formative formative assessments?assessments?
Today’s ObjectivesToday’s Objectives• Communicate the importance
of formative assessment• Distinguish between formative,
benchmark, and summative assessment
• Share with others how formative assessment fits into a balanced assessment system
What Are The Key Words? What Are The Key Words? Formative assessment is a process used by teachers and students, during instruction, that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
What is Our Goal?What is Our Goal?
•To provide evidence that will guide and inform daily instruction •To actively involve all students in the teaching/learning process •To narrow the achievement gap between low and high achievers
What is it? Assessments to drive / inform instruction Assessments for learning Gives descriptive feedback to students about their learning NOT GRADED…Not used as accountabilityHow often do we use this type of assessment? Daily Weekly During instructionWho uses these results? Teachers Students Parents (when applicable)
Examples Whiteboards Response cards Personal response systems Whole class discussion Observations Teacher / student conference Thumbs up – Thumbs down PDSA quiz (if not graded)
Formative Formative AssessmentsAssessments•Assessments to drive / inform instruction
•Assessments for learning•Gives descriptive feedback to students about their learning•NOT GRADED…Not used as accountability
How often do we use this type of assessment?
DailyWeekly
During instruction
Who uses these results?TeachersStudents
Parents (when applicable)
What are Some Examples
WhiteboardsResponse cards
Personal response systemsWhole class discussion
ObservationsTeacher / student conferenceThumbs up – Thumbs downPDSA quiz (if not graded)
Who uses these results? School leaders District officials Curriculum specialists Teachers Students and parents PLCs
Examples PAs CFAs PDSA Quiz (if graded) Quarterly Writing K-2 Literacy Weekly test
Benchmark AssessmentsUsed to determine how much learning has taken place up to a particular point in time •Used to identify learning issues for targeted groups•Used to assign grades and communicate progress•May determine how well a program / strategies / curriculum is workingHow often do we use this type
of assessment?Given periodically throughout the yearBetween and among instructional units
Who uses these results?School LeadersDistrict Officials
Curriculum SpecialistsTeachers
Students and ParentsPLCs
What are Some ExamplesPAs
CFAs PDSA Quiz (if graded)
Quarterly WritingK-2 LiteracyWeekly Test
Summative Assessments
•Annual “snapshots” of learning•Shows evidence of student learning for the year•Determine the effectiveness of instruction, strategies, or curriculum
How often do we use this type of assessment?
AnnuallyBi-annually
As close to the end of year End of unit study
Who uses these results?School Board Members
LegislatorsDistrict Staff
Teachers Students and Parents
PLCs
What are Some Examples
Unit TestsEOG
K-2 Last Quarter PAAny Cumulative Final Assessment (End of Year)
Components Of A Balanced Components Of A Balanced Assessment SystemAssessment System
• Formative Assessments• Benchmark Assessments• Summative Assessments
Where am I Going?
Where am I Now?
How Do I
Close the
Gap?
NC FALCON
North Carolina’s Formative Assessment
Learning Community’s Online Network
•To provide North Carolina teachers with a basic understanding of
formative assessment and illustrate the role it should play in a
comprehensive, balanced assessment system
•A comprehensive, balanced assessment system includes formative
assessment, interim/benchmark assessments, and statewide
assessments that are aligned to state standards.
•Formative assessment is an essential component of this system
because it forms the foundation of teaching and learning and should
occur more often than any other assessment.
•In contrast to summative assessment, formative assessment is
focused on collaboration in the classroom and identifying learning
gaps during instruction that can be addressed before end-of-year,
summative assessments.
•The activities teachers will be asked to complete during the modules
include the following:
•reflect upon current practice using digital journals
•observe other teachers using formative assessment
•practice implementing formative assessment in the
classroom
•develop and implement formative assessment plans, and
post comments in the online Professional Learning
Community (PLC)
NC FALCON is intended to serve as a primer for teachers to learn
more about the impact formative assessment can have on their
instruction and help their students achieve targeted learning
goals. Whether a beginning or seasoned teacher, the NC FALCON
formative assessment modules provide a solid framework on
which to build effective formative assessment practices in the
classroom. Implementing these strategies provides feedback to
adjust ongoing teaching and learning that will improve students’
achievement of intended instructional outcomes.
NC Falcon’s 5 ModulesNC Falcon’s 5 Modules• 1. Importance of Formative
Assessment • 2. Clear Learning Targets • 3. Collecting and Documenting
Evidence • 4. Analyzing Evidence and
Descriptive Feedback • 5. Administrator's Role in
Formative Assessment
DPI Models Process
for LEA Formative
Assessment
Committee
LEA Formative
Assessment Committee
Participate in the
Process of the Online
Module
DPI and LEA Discuss
the Monitoring and
Evaluation Process
Now For A Now For A Self-Assessment ActivitySelf-Assessment Activity
• Categorize the different types of assessments into 3 different columns on the next slide.
• Use your mouse and click on a description box, release and move it to the correct column, click again to set it.
• When you are finished, manually advance to the next slide to see how well you did on the self assessment activity.
• We will check these as a Share Out at the end.
Questioning
Self-Assessment Self-Assessment ActivityActivity
Formative Benchmark Summative
Interviews
Writing Tests
NC End-of-Grade NC End-of-CourseEnd of Unit TestVocabulary QuizTeacher or Textbook
Quizzes, Tests
English Language
Proficiency Test
Student Reflections/
Journals
9 Weeks or Quarterly
Assessments Mid-term Assessments
Teacher-Student
Conference
Un-graded Classwork
or Homework
Teacher Observations
Technology Test
Graded Role PlayDiscussions
Descriptive Feedback
Learning Activities
Self-Assessment Self-Assessment ActivityActivity
Formative Benchmark Summative
Writing Tests
Student Reflections/
Journals
NC End-of-Grade
NC End-of-Course
English Language
Proficiency Test
Teacher or Textbook
Quizzes, Tests
Vocabulary Quiz
End of Unit Test
9 Weeks or Quarterly
Assessments
Mid-term Assessments
Teacher-Student
Conference
Un-graded Classwork
or Homework
Teacher Observations
Technology Test
Graded Role Play
Discussions
Descriptive Feedback
Learning Activities
Questioning Interviews
So…How did you do? The correct answers do not have to be
in a particular order but they must be under the correct
category.
ReflectionReflection
• We value your feedback
• Exit card today will be to post Plus/Delta feedback