Formative Assessment Workshop
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Transcript of Formative Assessment Workshop
Assessment for Learning:Doing it Right – Using it Well
Introductions
• Joana and Teambuilding
Video: A Private Universe
Let’s Share
The school year is like a road trip to Chicago because…
Accurate Assessment
Effectively Used
WHY ASSESS?What’s the purpose?
Students are users too!
ASSESS WHAT?What are the learning
targets?Are they clear?Are they good?
Who will use the results?
Be sure students understand targets too!
ASSESS HOW?What method?Written well?
Sampled how?Avoid bias how?
Students can participatein the process too!
COMMUNICATE HOW?
How is informationmanaged?reported?
Students track progress and communication, too!
The good news is---you are doing much of this
already!This Formative Classroom Assessment
Program simply helps you make your current practice more intentional and
effective.
Balancing Assessment
for and of Learning
Assessments for and of Learning
Assessment OF Learning
Assessment FOR Learning
Reason Check status
To Inform Other people
(as in summative)
Focus Standards
Example Internal/external accountability tests
Teacher’s Role Administer, interpret/use results, develop classroom tests, assign grades
Student’s Role Meet standard, score high/avoid failure
Place in Time After learning
Assessments for and of Learning
Assessment OF Learning
Assessment FOR Learning
Reason Check status Improve learning
To Inform Others (summative) Students (involvement) Teachers (instruction)
Focus Standards Learning targets
Example Internal/external accountability tests
Diagnostic assessments, ungraded quizzes, teacher observations, learning logs, oral questioning, etc.
Teacher’s Role Administer, interpret/use results, develop classroom tests, assign grades
Change standards into classroom targets, provide descriptive feedback, inform and involve students
Student’s Role Meet standard, score high/avoid failure
See target, use results to improve learning; set goals
Place in Time After learning During learning
You don’t fatten the pig
by weighing it
Learning is not a spectator sport!
•actively involved
•personally invested
•reflective thinkers
If kids don’t want to learn, there will be no learning. If kids don’t feel able to learn, there will be no
learning. The questions is…How can we use assessments to help our
students to learn?
Rick Stiggins, 2004.
Students Involvement: Three Guiding Questions
• Where am I going?
• Where am I now?
• How can I close the gap?
Adapted from Atkin, Black, & Coffey, 2001
Seven Strategies for Assessment for Learning
• Know where they are going1. Provide clear and understandable vision of the learning target.2. Use examples and models of strong and weak work.
• Know where they are now3. Offer regular descriptive feedback.4. Teach students to self-assess and goal set
• Know how to close the gap5. Design lessons to focus on one aspect of quality at a time.6. Teach students focused revision.7. Engage students in self-reflection, and let them keep track of and share their learning.
Jan Chappius, 2005
Accurate Assessment
Effectively Used
WHY ASSESS?What’s the purpose?
Students are users too!
ASSESS WHAT?What are the learning
targets?Are they clear?Are they good?
Who will use the results?
Be sure students understand targets too!
ASSESS HOW?What method?Written well?
Sampled how?Avoid bias how?
Students can participatein the process too!
COMMUNICATE HOW?
How is informationmanaged?reported?
Students track progress and communication, too!
© Suzy Cutbirth, 2007
Key Two: Clear Targets
Knowledge Learning Target
The facts and concepts we want students to know and understand
Reasoning Learning Target• The ability to use that knowledge and
understanding to figure things out and to solve problems
– Analyze, compare/contrast, synthesize, classify, evaluate, etc.
– Inductive and deductive thinking
Performance Skill Learning Target
• The development of proficiency in doing something where it is the process that is important
– Oral presentation
– Team debate
– Speak a second language
– Playing a musical instrument
Product Learning Target
• Using knowledge, reasoning, and skills to design, create, or develop a tangible product, where creating the object itself is the focus of learning
– Writing sample
– Term project, exhibit
– Painting
Finding our Targets
Driving a Car
• What will students need to know?– K Target: Understand informal rules of the road.
• What reasoning skills are involved?– R Target: Analyze road conditions, vehicle performance,
and other driver’s actions.
• What will students need to be able to do?– PS Target: Ability to steer, signal, park, backing up, etc.
• What are the requirements of the products that might be created as a result?– P Target: None
Deconstructing Learning Targets
So how do we deconstruct our learning targets?
Part 1:• Handout, Unpacking a GLE• Get with a partner who teaches a similar
grade and content• Follow the coding steps of Unpacking a GLEPart 2:• Use that information to write the
Deconstructed GLEs / Learning Targets at the classroom level and student friendly level
Strategy 1 and 2
• Strategy #1: Provide a Clear and Understandable Vision of the Learning Target
• Strategy #2: Use Examples and Models of Strong and Weak Work
What are some benefits of clear learning targets?
Benefits of Clear Targets
• Help to avoid the problem of too much to teach and too little time.
• Provide a foundation for collaborative planning among teachers.
• Facilitate assessment for learning: when students understand the intended learning, they are set up for productive self-assessment and goal setting.
• Facilitate communication with parents.
There is a need for discrete targets and for general “destinations”.
• Start out going SOUTH on S EDGEWATER DR toward E ROCKLYN RD.0.1 miles
• 2:Turn LEFT onto E RIDGEVIEW ST.0.4 miles• 3:Turn RIGHT onto S INGRAM MILL RD.<0.1 miles• 4:Turn LEFT onto E BATTLEFIELD ST.0.4 miles• 5:Merge onto US-65 N / SCHOOLCRAFT FWY via the ramp
on the LEFT.6.1 miles• 6:Merge onto I-44 E toward ST LOUIS.207.3 miles• 7:Merge onto I-55 N via EXIT 290A on the LEFT toward I-70
EAST / ILLINOIS (Crossing into ILLINOIS).293.8 miles• 8:Merge onto I-90 W / I-94 W via EXIT 292A toward
WISCONSIN.3.3 miles• 9:Take the EAST WASHINGTON BLVD exit- EXIT 51C.0.1
miles • 10:Turn RIGHT onto W WASHINGTON BLVD.0.2 miles• 11:W WASHINGTON BLVD becomes W WASHINGTON
ST.0.3 miles • 12:Turn LEFT onto N LASALLE ST.<0.1 miles • 13:Turn LEFT onto W COURT PL.<0.1 miles• 14:End at Chicago, IL US
First Pit Stop
Purposes of Formative Assessment
Changing Gears
How do we communicate?
Characteristics of Quality Feedback
Immediate
Based on standards/criteria
Descriptive, so the student knows what to do differently
Supportive of learning
Leads students to take ownership of their own learning
Feedback Creed
“Do nothing to diminish hope.”
Rick Stiggins
Descriptive or Evaluative Feedback Activity
A+70 %
Emerging
The beginning of your story really grabbed my attention. Work on making the end just as powerful.
Try harder next time.
You maintained eye contact with the audience throughout your whole presentation.
Table 3 is ready for lunch. They have their desks clear, they are sitting down, and
they are quiet.
Stand Up and Read
“Helping StudentsUnderstand Assessment”
By Jan ChappuisEducational Leadership/November 2005
Second Pit StopProviding Descriptive Feedback
Let’s get out the lessons from the morning and apply
them to an actual unit.
Clear Targets
Two things are happening here---what are they?
Feedback
“Feedback is an engineering term…it leads back to the beginning, linking you to your original objectives, and always moves you forward.”
Tom Guskey
Our practice example:
A 3rd Grade Science unit on matter and
energy