Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive...


Eliciting Evidence


Taking Stock

Slide 1


What Are Students Thinking?

Slide 2


“…good formative assessment requires radical changes in the way students are encouraged to express their ideas.”

(NRC, 2001, p.227)

Ideas Need to be Expressed

Slide 3


“More effort has to bespent in framing questions that are worth asking: that is, questions which explore issues that are critical to the development of students’ understanding.”

(Black et al., 2003, p.42)

Questions Worth Asking

Slide 4


Turn & TalkGive an example of a question worth asking, one that asks students to think critically instead of simply recalling a fact or by answering “yes” or “no.”

For example, instead of asking:Where is the capital of your state on this map?

Ask:Why do you think the capital of your state is

located where it is? What factors influenced its location?

Slide 5Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at

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Evidence-gathering strategy must be aligned with:• Learning Goals • Success Criteria

Or run the risk of

Slide 6

Eliciting Evidence: No Single Way


Slide 7

Planning Ahead

Questions & Discussions Observations Tasks


Slide 8

On the Fly/Spontaneous


I want to know if students can explain the author’s point of

view in this chapter.

I need an explanation task.

I want to know if students can

reason from evidence.

I need tasks that involve reasoning from evidence.

Slide 9

Eliciting Evidence: Matching the Strategy


Slide 10

Interpreting Evidence


• Formative assessment leads to making a decision• Teacher must DO something with the information

elicited

Using evidence to move learning forward through instructional adjustments

and feedback

Slide 11

Using Evidence


Your TurnGenerate a list of possible strategies for eliciting evidence in your class. Here are a few strategies to start your thinking:

• Partner discussions• Concept map• Quick write• Role-play


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Look at Handout 4.1.1 to see some common strategies that teachers can use to elicit evidence about student learning. Read through these examples, paying attention to the what, why and when of using a strategy.

You will complete the missing what, why and when columns for strategies, and add additional strategies in the rows below. You can also record your experiences with using different strategies.

Continue to meet with your TLC to share strategy ideas and how teachers can use the evidence in ways to move student learning forward.

Consolidate Your Learning


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Try It Out

Select one of the strategies from Handout 4.1.1. Plan what, why and when you will use the strategy, then try it out with your class.

Share your experience with your TLC before you start Lesson 2.


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Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive...

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