FORMATIVE ASSESSMENT INSTRUCTIONAL PROCESS AT BECKER

Goal: Use multiple sources of data to make instructional decisions based on students’ learning gap

Turn and Talk to your Neighbor ; and share out

Definition of Formative Assessment

Formative Assessment/Instructional Process

Formative assessment is a planned process in which assessment elicits evidence of students status, is used by teachers to adjust their on going instructional procedures, or by students to adjust their current learning tactics. We have also included a data analysis

component at Becker Elementary

What does the research say about improving learning outcomes?

Formative Assessment:Why Dawdling Is Dumb

Because compelling evidence now exists that formative assessment, when appropriately implemented, has a profound positive impact on students’ learning, to delay in expanding the use of formative assessment short-changes our students educationally and, thereby, demeans our profession. (Popham, 2009)

Desegregated DataGrowth and Areas of Support

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3rd Grade Percent Proficient Baseline Year to Current Year

Iowa Assessment: Reading

2009-20102013-2014

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FORMATIVE ASSESSMENT/ INSTRUCTIONAL PROCESS

Assessment for Learning

Keys Strategies of Formative Assessment(across 3 key process and 3 individuals)

  Where is the learner going?

Where the learner is right now?

How to get there?

Teacher

 

Clarifying and sharing learning intentions

 

Understanding and sharing learning intentions and criteria for success

 

Understanding learning intentions and criteria for success

Engineering effective classroom discussions, activities, and task that elicit evidence of learning

Providing feedback that moves learning forward

Peer 

Activating learners as instructional resources for one another

Learner

 

Activating learners as the owners of their own learning

Concerns Based Adoption Model(A model to monitor implementation)

Stages of Concern Survey

IC MapsLevel of

Use Interview

Process we came up with . . .1. Set the purpose of our BASE team

meeting, what evidence do we have2. What needs to be accomplished3. Look at the Core:

1. what is the expectations according to the Iowa CCSS

2. Look at the DOK: what is the level of rigor

4. Clear learning targets and success criteria

5. Plan for pre/post assessment, instruction, intervention

PLC/BASE Team Meeting

Data Team Purpose

Building Awareness for Strategic Excellence

Grade level teachers, specialists, interventionist, lead teacher, literacy coach and principal meet twice a week for 45 minutes for collaborative planning

Alignment of CIA directly to the Iowa Core

Collaboration Analyze data Identify relative

strengths and weakness Strategic focus back to

the core Intervention meetings

oFormative Assessment/Instructional ProcessoIowa Common Core bookletsoDOK GuidesoCurriculum Guides, Rubrics, Assessments . . .oStudent Work Samples oSmarter Balance Assessment Consortium Practice Items (3

rd – 5th)

Tools used in BASE Team

Data Process

Convergent Data: SI, DRA2, IA, End of Unit

Grade Level – Skills Iowa Mastery/Relative strength and weaknesses

Individual Class – Skills Iowa Mastery/Relative strength and weaknesses

Individual Student – Relative Strength and weaknesses/compare CFA’s to Skills

Iowa Student Conferencing –

Goal setting, skills tutor, and adjusted small group instruction Student self-assessment

Intervention Meetings – 6 -8 weeks, with CIM and CLM

Convergent Data

Monitoring student growth rate

Progress Monitoring

Planning for Interventions

Individual Student Data

Core + Key Words Individual strength and Needs

Compare personal score to class average

Compare results to convergent data

Compare Across Data Point

Goal setting

Individual Student Conferencing

Writing Small group Skills, Strategies,

Skills Tutor Goal setting Teacher adjusts

small group instruction

Progress Monitoring

Student Self-Assessment

Student Work Success Criteria

Success Criteria

Student Ownership & Transfer

How has instruction changed?

What evidence is there that students are adjusting their thinking about learning?

Comments, Questions, Thoughts