FORMATIVE CLASSROOM ASSESSMENT:PURPOSE, CREATION, AND DECISION MAKING

Angela Denson and LaTonya Lawrence Norfolk Public Schools

Please complete

the entrance ticket and place it in the center

of your table.

Agenda

Introduction and Objective Assessing Students What’s the Difference? Summative, Common

Formative, and Formative Classroom Assessments Five Key Strategies of Formative Classroom

Assessment Sample Formative Classroom Assessments Reflections

Schedule a 9:00 Appointment

Assessing Students

Anticipation GuideExamples, Turn & Talk

Instructional Changes

Concept Sort

Types of Assessments

Summative Assessments• a final measure of how

students performed on multiple standards taught over a period of time

• usually given annually• state/district created

• assessment OF learning

• high stakes• can be a tool to

evaluate the effectiveness of the instructional program

Common Formative Assessments• used to: diagnose student learning difficulties, set individual teacher goals as well as team goals for student improvement, identify and share effective teaching strategies, plan differentiation• given bi-weekly or monthly• assessment FOR learning• may include formal pre-/post assessments to

compare student growth

Common Formative Assessments

• similar in design and format to district and state assessments

• data is used to drive instruction• writing samples

Common Formative Assessments“Not standardized tests, but rather teacher-created, teacher owned assessments that are collaboratively scored and that provide immediate feedback tostudents and teachers.”

Doug Reeves

Common Formative Assessments Cycle

Formative Classroom Assessments• ongoing/daily• used to gauge student progress during instruction and

again at its conclusion• helps teachers adjust teaching and learning as it

happens and determine the next steps• assessment FOR learning• exit/entrance ticket• think-pair-share• white board responses• graphic organizers

Formative Classroom Assessments• observations• questioning• gives students specific, descriptive feedback • typically not used to assign grades• data is used to drive/modify instruction

Formative Classroom Assessment Cycle

Formative Assessment

Cycle: Using Data Day-

to-Day

Plan

Teac

hReflect

Data

Data

Data

Assessment and Instruction

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.

-CCSSO

Formative Classroom Assessments

Why Assess Students?*To certify achievement*the “end result” of the

learning process reported by grade or standardized

test

Summative Assessment

To compare or evaluate curriculum, schools,

teachers, and/or studentsAccountability

*To inform teaching and learning*

gathered during the learning process, and

allows teachers to make choices about instruction.

FormativeAssessment

16

Five Strategies of Formative Classroom Assessment (FCA)

Strategy #1 - Clarifying, sharing, and understanding learning intentions and success criteria. Design educational experiences backward from the

intended outcome – If you don’t know where you’re going, you might end up somewhere else

Specify learning intentions, but keep the context of learning out of the learning intention – begin lessons with an engaging question

Differentiate success criteria (what we use to judge whether or not activities were successful)

Five Strategies of FCAStrategy #2 - Engineering Effective Discussion, Tasks, and Activities That Might Elicit Evidence of Learning No hands up, except to ask a question – having students

raise their hands to show they have an answer is ineffective, the teacher should ask a question then randomly select a student to respond

Plan questions prior to the lesson; allow think time (at least 3 seconds) after the question is posed and answered; encourage students to give an answer and an explanation

Try to have students construct responses rather than selecting them

Provide corrective feedback

Five Strategies of FCAStrategy #2 (continued)All student response - at least every 20 minutes of group instruction Letter/Number Cards Finger Voting Colored Cards (red & green) and a magic bridge;

identifying correct sentence structure, matching a sentence with a picture; cause & effect relationship; story details; three facts and a fib

Dry Erase Boards Page Protectors (ex. graphic organizers) Entrance/Exit Tickets

Choose the assessment

method that best matches the

question.

Five Strategies of FCAStrategy #2 (continued) Question shells/stems:

~Questions asked affect the level of thinking

~1 hour a student spends devising questions about what they have been learning with correct solutions is more effective than one hour spent completing practice tests

criedCarla ran into the house. fell

Sample Formative Assessment

Adapted from VDOE

Stand Alone Format - Excellent Quick Assessment

QUESTION STEM OR GRAPHIC ORGANIZER

STEM

Identify the facts and opinions of the passage or excerpt.

QUESTION STEMS - MAKING PREDICTIONS

Adapted from VDOE

QUESTION STEMS - DRAWING CONCLUSIONS

Adapted from VDOE

QUESTION STEMS-SUMMARIZING

Adapted from VDOE

FCA – Strategy #2 (Continued)

FCA – Strategy #2 (Continued)

Five Strategies of FCAStrategy #3 - Providing Feedback That Moves Learning Forward Purpose – positive, corrective reinforcement to get the

learner back on track during the learning process When providing feedback, focus more on the reactions of

the students and less on the feedback. Reactions include:

~a change in behavior (increase/reduce effort)~a change in the goal (reduce/increase

aspiration)~abandonment of the goal (goal is too easy/hard)~rejecting the feedback

Five Strategies of FCAStrategy #3 (Continued)

Feedback vs. Feedbad

Five Strategies of FCAStrategy #3 (Continued)

 Feedback

   Feedbad

 Add details to the 2nd sentence to help your

reader understand your focus

 paraphrasing error

 Reread p.19 then rewrite

your comprehension answer

Confused with 2nd sentence 

 Excellent job using word cues to figure out a word

 Use a dictionary

 

Five Strategies of FCA Strategy #3

Five Strategies of FCAStrategy #4 – Activating Students as Learning Resources for One Another Purpose – engaging students in assessing the work of

their peers can substantially increase student achievement Cooperative Learning – when students work cooperatively

to accomplish shared learning goals Five conditions important in maximizing the likelihood that

cooperative learning increases student achievement:(1) positive interdependence, (2) face-to-face

interaction, (3) individual accountability, (4) frequent use of the relevant interpersonal, and small-group skills, (5) reflection time on learning

Five Strategies of FCAStrategy #5 – Activating Students as Owners of Their Own Learning (Self-Assessment) Plus-Minus-Interesting: at the completion of an

assignment, students identify one thing they found easy, difficult, and interesting about a task (respond on sticky notes, post, and review)

Learning Portfolios Question Parking Lot Learning Logs

Five Strategies of FCA Strategy #5 Students as Owners of Their Own Learning Model Expectations Looks Like Sounds Like Feels Like Review them frequently (routines & procedures)

Five Strategies of FCA

Strategy #5 Anchor Chart (revisit expectations) Looks like students showing respect Sounds like lots of academic language Feels like an “I can do it attitude” Look fors

FCA Cycle – Before, During, After

Before During After

Find out what the students know

Monitor and adjust teaching and learning

Reflect and plan next steps

Marzano’s High Yield Strategieshttp://www.palmbeachschools.org/qa/documents/Handout5-MarzanoHighYieldStrategies.pdf

Research-based strategies for increasing student achievement:

1. Identifying Similarities and Differences=45%2. Summarizing and Note-taking=34%3. Nonlinguistic Representations=27%4. Cooperative Learning=23%5. Setting Objectives and Providing Feedback=23%

Adapted from the book: Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement, by Robert Marzano (2001)

Video – Thumbs Up/Down

Activities

Your Book of Bugs – Grade1/2 (www.wegivebooks.org)

Superstar in Golf and Life – Grades 4/5

Creating engaging activities

Please locate this 2nd grade passage in your packet and pull out your activity “goodie bag”

Animals, Animals – Grade 2 Activity

 

pouch 

   

 

stripe

1post

 

2peddle

3stick

4practi

ce

2.10c use dictionaries, glossaries, and indices

Which two words would appear on the same dictionary page as these guide words?

   

Animals, Animals – Grade 2 Activity

SOL 2.7 singular possessives

Exit TicketName ____________________________Read the sentences below.

Circle two words that show possession.

 

A giraffe’s spots are brown. Its neck is very long. It eats leaves from tall trees. It’s the tallest animal in the savanna.

Animals, Animals – Grade 2This is the same question as the previous slide, but the format is different. Read the sentences below.

Circle two words that show possession.

 

A giraffe’s spots are brown. Its neck is very long. It eats leaves from tall trees. It’s the tallest animal in the savanna.

1.It’s

2.giraffe’s

3.eats

4.Its

5.leaves

Wegivebooks.org – Grade 2 Activity

Your Book of Bugs – page 13

      

 

 

1. let go

  

2. free  

3. shut in

  

4. catch

  

5. eat 

SOL 2.7c Use knowledge of antonyms and synonyms

Choose two synonyms for trap on page 13?

Wegivebooks.org – Grade 2

Your Book of Bugs – page 13This is the same question as the previous slide, but the format is different.SOL 2.7c Use knowledge of antonyms and synonyms

Complete the chart.Synonyms

   

trap Antonyms

   

let go catch free shut in

Wegivebooks.org – Grade 2 Main Idea Example

Student Comprehension Book – 182 pages of practice!

Sample Table of Contents

Student Comprehension Book

Video – Stop Light

Checking for UnderstandingThinking Outside the Box◦ Paraphrasing/Retelling◦ Summarizing◦ Exit cards – what are three things that you

learned in class today?◦ Stoplight Exit Ticket◦ Read/write/pair/share◦ Specific Graphic Organizers: Descriptive pattern,

time sequence, process/cause-effect, etc.◦ Response Cards/Dry Erase Boards/Hand Signals◦ Think/pair/share

Your turn Let’s give it a try

Group participants

The Pony Express – Grade 4

Please complete the after section

-Anticipation Guide Review

Reflections54

Instructional Internet Resources - Brunelle, L. (2014). Your Book of Bugs. Retrieved from: www.wegivebooks.org- Marzano, R. (2001). Marzano’s (Nine) High Yield Instructional Strategies. Retrieved

from: http://www.palmbeachschools.org/qa/documents/Handout5-MarzanoHighYieldStrategies.pdf

- Ryan, C. Animals, Animals. Retrieved from: www.readinga-z.com

- Anticipation Guide video: http://www.readingrockets.org/strategies/anticipation_guide

- Concept Sort video: http://www.readingrockets.org/strategies/concept_sort- Thumbs up/down video: https://www.teachingchannel.org/videos/assess-and-celebrate-learning- Red, green, yellow light:

https://www.teachingchannel.org/videos/daily-lesson-assessment

Bibliography

- Ainsworth, L. & Viegut, D. (2006). Common Formative Assessments: How to Connect Standards-Based Instruction and Assessment. Thousand Oaks, CA: Corwin.

- Dodge, J. (2009). 25 Quick Formative Assessments for a Differentiated Classroom Grades 3-8. New York, NY: Scholastic.

- Hattie, J. (2011). Visible Learning for Teachers: Maximizing Impact on Learning. New York, NY: Routledge.

- Frey, N. & Fisher D. (2011). The Formative Assessment Action Plan: Practical Steps to More Successful Teaching and Learning. Alexandria, VA: ASCD.

Bibliography

- Marzano, R. (2001). Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: ASCD

- Policastro, M. (2016). Formative Assessment in the New Balanced Literacy Classroom. North Mankato, MN: Maupin House Publishing by Capstone Professional.

- Research for Better Teaching. (2010). Studying Skillful Teaching: Using Data Day to Day (course handouts). Action, MA: Research for Better Teaching, pp.149-152.

- Wiliam, D. & Siobhan, L. (2015). Embedding Formative Assessment: Practical Techniques for K-12 Classrooms. West Palm Beach, FL: The Learning Sciences International.

Disclaimer Reference within this

presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.

Keep in Touch!!!

Email us at:

Angela Denson adenson@nps.k12.va.us LaTonya Lawrence llawrence@nps.k12.va.us