Future Ready Schools Formative Assessment : An Essential Ingredient in a Recipe for a Comprehensive...
Transcript of Future Ready Schools Formative Assessment : An Essential Ingredient in a Recipe for a Comprehensive...
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Formative Assessment:
An Essential Ingredient in a Recipe for a Comprehensive
Balanced Assessment System
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Session Objectives:
At the conclusion of this session:• Participants will demonstrate an
increased awareness of the definition and attributes of effective formative assessment.
• Participants will be able to demonstrate and increased awareness of how to deconstruct content standards to clarify learning targets and maximize student success.
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CAT HERDERS
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VARIATIONS ON A THEME…ALL KIDS CAN LEARN!
(DuFour & Dufour Copyright Soulution Tree)
1. ...Based on ability
2.…If they take advantage of the opportunity
3.…And we will accept responsibility for ensuring their growth
4.…And we will establish high standards of learning that we expect all students to achieve
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If the purpose of school is truly to ensure high levels of learning for all students,
schools will: (DuFour & Dufour Copyright Soulution Tree)
Clarify what each student is expected to learn
Monitor each student’s learning on a timely basis
Create systems to ensure students receive additional time and support if they are not learning
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4 POINTS FOR GROWTH:
DuFour’s Critical Corollary Questions
IF WE BELIEVE ALL KIDS CAN LEARN…
•What is it we expect them to learn?
•How will we know when they have learned it?
•How will we respond when they don’t learn?
•How will we respond when they already know it?
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DuFour’s Critical Corollary Questions
The answers to DuFour’s critical corollary questions depend on who the student has as a teacher. Thus, to ensure ALL students have access to the best solution to these questions, there must be a systematic, non-invitational school response.
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Why do we assess?
Formative Assessment vs.
Summative Assessment
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BALANCED ASSESSMENT SYSTEM
FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT
A process used by teachers and students during instruction that provides immediate feedback to adjust ongoing teaching and learning to help students improve their achievement of intended instructional outcomes.
A tool used after instruction to measure student achievement which provides evidence of student competence or program effectiveness.
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Purpose:Assess to meet whose needs?
Classroom •Instructional Support
Policy
StudentsTeachersParents
•Curriculum Specialists•Principals•Counselors
SuperintendentSchool BoardTax PayersLegislators
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Why Professional Learning Communities?
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Creating ConsensusAsk the following:
• What do you want to teach to kids?
(NC Standard Course of Study)
• What is most important?(What do I like to teach?
Deconstruct the Standards)
• What skills do they need to know (vertical alignment)?
(Vertical Team Planning)
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ProductsProducts
SkillsSkills
ReasoningReasoning
KnowledgeKnowledge
©Copyright Educational Testing Service/Assessment Training Institute
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A Comprehensive Balanced Assessment System
Classroom Assessment(Formative and Summative)
Interim/Benchmark Assessments (Summative)
Statewide Assessments (Summative)
Aligned to State Standards
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•How do we close the gap and have a balanced assessment system?
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Focus on the Importance of Classroom Assessment
• it guides students’ judgment of “what is important to learn, affects their motivation and self perceptions of competence, structures their approaches to and timing of personal study…consolidates learning and affects the development of enduring learning strategies and skills. It appears to be the most potent forces influencing education”
Crooks (1988)
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What should classroom assessment involve?
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Both Formative and Summative Assessment
SummativeSummativeA measure of
achievement to provide evidence
of student competence or
program effectiveness
FormativeFormativeA process used by teachers A process used by teachers
and students during and students during instruction that provides instruction that provides
feedback to adjust ongoing feedback to adjust ongoing teaching and learning to teaching and learning to
help students improve their help students improve their achievement of intended achievement of intended instructional outcomesinstructional outcomes
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Possible Assessment Methods
Formative AssessmentFormative Assessment QuestioningQuestioning Classroom Classroom
DiscussionsDiscussions Learning TasksLearning Tasks FeedbackFeedback ConferencesConferences InterviewsInterviews Student Self-Student Self-
assessmentassessment
Summative AssessmentSummative Assessment•Selected ResponseSelected Response
Multiple-ChoiceMultiple-ChoiceTrue/FalseTrue/FalseMatchingMatchingFill inFill in
•Extended WrittenExtended Written ResponseResponse
•Performance Performance AssessmentAssessment
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Formative Assessment FOR Student Learning
•Where does the student need to go?•Where is the student now?•How do I help the student close the gap?
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Seven Strategies for Student “Assessment for Learning”
Where am I going?Provide a clear statement of the learning target
Use examples and models of great work
Where am I now?Offer regular descriptive feedback
Teach students to self-assess and set goals
How can I close the gap?Design focused lessons
Teach students focused revisionEngage students in self-reflection; let them keep
track of and share their learning.
Stiggins, R. J., Arter, J. A., Chappius, J., & Chappuis, S. (2004). Classroom assessment FOR student learning: Doing it right – using it well. Portland, OR: ETS Assessment Training Institute.
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• Students must be involved in this process. They must understand what is expected of them.
Where does the student need to go?
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Avoid the Old Curve Grading Accident!
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Standard/Benchmark:
Type: Knowledge Reasoning Skill Product
Learning Targets
What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark?
Knowledge
Targets
Reasoning
Targets
Skill
Targets
Product
Targets
DECONSTRUCTING STANDARDS
Stiggins, R. J., Arter, J. A., Chappius, J., & Chappuis, S. (2004). Classroom assessment FOR student learning: Doing it right – using it well. Portland, OR: ETS Assessment Training Institute.
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Standard/Benchmark: 101 Develop and use ratios, proportions, and percents to solve problems.Type: Knowledge Reasoning x Skill x Product
Learning Targets
What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark?
Knowledge
Targets
Reasoning
Targets
Skill
Targets
Product
Targets
DECONSTRUCTING STANDARDS
Stiggins, R. J., Arter, J. A., Chappius, J., & Chappuis, S. (2004).
•Understanding of vocabulary (ratio, proportions, corresponding, similar, congruent, percents, probability)
•Relationship between ratios and percents
•Understand fractions
•Problem solving methods
•Determination of when and how to use ratios and proportions in problem situations
•Differentiate between needed and unneeded information
•Ability to assess correctness of answer
•Set up ratios, proportions
•Convert between fractions, decimals, and percents
•Identify effective problem solving methods
•Read and analyze problems for needed information
•Calculate probability and percent
•Correctly setup proportion, ratio, and percents from problem situations
•Given problem situations provide accurate use of ratios, proportions, and percents to solve problems
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DECONSTRUCTING STANDARDSStandard/Benchmark: Grade 7: Obj. 5.01
Explain the significance of genes to inherited characteristics: Genes are the units of information. Parents transmit genes to their offspring. Some medical conditions and diseases are genetic.
Type: X Knowledge Reasoning Skill Product
Learning Targets: What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark?
Knowledge
Targets
Reasoning
Targets
Skill
Targets
Product
Targets
Definitions: gene, genetics, inherited, heredity , dominant, recessive, homozygous, heterozygous
•Genes transmitted to offspring ensure continuity of information within a species.•The understanding that some medical conditions and diseases are genetic affects the quality of human life.
Stiggins, R. J., Arter, J. A., Chappius, J., & Chappuis, S. (2004).
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NCSCOS
Target Type
Enduring Understanding
Learning Experiences
Guiding Questions
Grade 7: Obj. 5.01
Genes transmitted to offspring ensure continuity of information within a species.
Fact or Fiction
KWL
How do genes show in
offspring?
1. What type of information is transmitted from parents to offspring?
2. Why do organisms resemble their parents?
3.Why is the understanding of and the manipulation of genetics essential to the quality of human life?
Grade 7: Obj. 5.03
Genes control inherited traits of organisms which may be dominant, recessive or incomplete.
Heredity foldable
Case of the Hooded Murdered
1. How are inherited traits expressed in offspring?
2. How are organisms of the same kind different from each other?
Grade 7: Obj. 5.04
Organisms reproduce and pass on heritable traits to offspring which may be displayed on a pedigree and predicted with a Punnett square.
1. What type of information may be determined from pedigree analysis?
2. What type of predictions may be made using a Punnett square
Grade 7: Obj. 5.05
Evidence indicates genetics… choices lead to human traits.
How does the understanding and manipulation of genetics and heredity affect the quality of human life?
Differentiate Activities: NO CLUE! I think I understand. I’VE GOT IT!
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•The student must be provided with descriptive rather than evaluative feedback•Descriptive feedback must be ongoing and must include information about how the student can improve
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Example of Descriptive Feedback
• “You performed the calculations correctly. However, you are getting confused about when to apply the perimeter formula and when to apply the area formula. Review the definitions of area and perimeter and try to think of ways they are different.”
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Effects of Evaluative Feedback
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• Students must be involved in self-assessment and peer assessment •Students must be engaged in a dialogue with teachers and peers about the content
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Next steps…
• Increased commitment to a high-quality formative assessment as a process
• Increase the use of descriptive feedback, reduce evaluative feedback
• Increase student involvement in the assessment process
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Challenges • Getting buy-in • This is not a quick fix so why do it?• Do we believe that all teachers can
effectively teach/assess students?• Process vs. Product • Focus on Learning vs. Focus on
measurement• Changing priorities and using time
wisely vs. Add-on for teachers….
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NOT AGAIN!
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Provide Opportunities for Growth
Summer Leadership Institute New Bern, NC July 17-19
Save the date!
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Contact InformationSarah McManusSection Chief, Testing Policy and
OperationsNorth Carolina Department of Public
Instruction/Accountability Services Division
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4 POINTS FOR GROWTH:
DuFour’s Critical Corollary Questions
IF WE BELIEVE ALL KIDS CAN LEARN…
•What is it we expect them to learn?
•How will we know when they have learned it?
•How will we respond when they don’t learn?
•How will we respond when they already know it?