How Policy Makers Can Support Formative Assessment for · -Feedback to class or individual students...
Transcript of How Policy Makers Can Support Formative Assessment for · -Feedback to class or individual students...
How Policy Makers Can Support Formative Assessment forFormative Assessment for
Deeper Learning
Robert LinquantiWestEd
Formative Assessment for Deeper Learning of College‐and Career‐Readiness Standards: Exploring Educator Practices and State p g
Policies Needed to Get There
CCSSO National Conference on Student A t 6/24/2015 S Di CA
WestEd.orgWestEd.org
Assessment 6/24/2015 San Diego, CA
How Can Policy Makers Support Formative Assessment?
1 Teacher professional learning1. Teacher professional learning2. Teacher recruitment and induction3. Teacher & administrator evaluation systems4. Educator assessment literacyy
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(Heritage, Walqui, & Linquanti, 2013, 2015; Linquanti, 2014; Santos, Darling-Hammond, & Cheuk, 2012)
1. Ensure teacher professional learning models formative
assessment practicesUpdate state professional learning standards for teachers and administratorsStrengthen local support & engagement structuresstructuresProblems of practice Learning trajectories, coaching & feedback, reflection Learning trajectories, coaching & feedback, reflectionApprenticeship in FA process
(Linquanti 2014; Heritage Walqui & Linquanti 2013; Santos Darling-Hammond &
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(Linquanti, 2014; Heritage, Walqui, & Linquanti, 2013; Santos, Darling Hammond, & Cheuk, 2012)
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2. Align teacher preparation, credentialing, and induction to strengthen FA in new teachers
Incorporate FA practices in teacher prep, credentialing induction / admin credentialingcredentialing, induction / admin. credentialingRecruit from IHEs that develop FA capacity d l lIncentivize and support pre‐service clinical experiences, mentorship
(Linquanti, 2014; Heritage, Walqui, & Linquanti, 2013; Santos, Darling-Hammond, &
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( q , ; g , q , q , ; , g ,Cheuk, 2012)
Leading Deep Conversations inConversations in
Collaborative Inquiry Groupsp
Tamara H. Nelson, Angie Deuel, David Slavit and Anne KennedyDavid Slavit, and Anne Kennedy
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3. Build teacher evaluation systems that value & model FA
for teachers & students
Incorporate FA practices into standards, indicators Support multiple observations by trained peers
with actionable feedback & self‐reflection Use student perception surveys reflecting theory
of instruction, probing experience of teacher t ti t f db kexpectations, support, feedback
(Measures of Effective Teaching (MET) Project, 2012, 2013; Linquanti, 2014; H it W l i & Li ti 2013 2015)
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Heritage, Walqui, & Linquanti, 2013, 2015)
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(MET Project, 2014)
WestEd.org(MET Project, 2012)
WestEd.org(MET Project, 2012)
Students’ perceptions and feedback matter
1. I usually have a pretty good idea about what I am expected to learn in this class.2. When I’m asked to learn something new in this class, even if it’s difficult, I know I
can learn it.3 Typically I don’t have a very good idea if I am making enough progress in this3. Typically, I don t have a very good idea if I am making enough progress in this
class. 4. I’m really excited about learning new things in this class.5. I often don’t have a clear idea in this class about what I am supposed to be learning6 M t f th ti I d ’t l k f d t l i thi i thi l6. Most of the time, I don’t look forward to learning new things in this class.7. Even with help and plenty of time, I’m going to have difficulty learning new things in
this class.8. In this class, I get enough information to keep track of my own learning
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, g g p y gachievement.
Source: CCSSO: Assessing Students’ Affect Related to Assessment for Learning: An Introduction for Teachers (Stiggins & Popham, 2007)
(The Way I See School, Grades 7-9)
4. Develop assessment literacy to ensure appropriate use of different forms of evidence
Formative assessment process
Formative assessment process
Summative assessment
Ensure policies and messaging clarify and support a balanced assessment system
Specify how PD plans and resources will build teachers’ and students’ FA capacity
Review resources claimed to support FA process
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(Linquanti, 2014; Heritage, Walqui, & Linquanti, 2013)
Assessment Cycles and Levels
Formative assessment processFormative assessment process
Interim/Benchmark assessment Summative assessment
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(CDE ELA/ELD Curriculum Framework, 2014, adapted from Herman & Heritage, 2007)
Assessment: A Process of Reasoning from Evidence To Inform Teaching and Learning
Assessment for Assessment ofDimension Assessment for learning
Assessment oflearning
Method Formative A t
Classroom Summative/ Interim/Benchmark Large‐scale Summative
A tAssessment process /Assessment Assessment
Purpose Assist immediate learning
Measure student achievement/progress
Evaluate educational programsg /p g p g
Focus Teaching & learning Measurement Accountability
I di id l t d t & G d l l/Locus Individual student & Classroom learning
Grade level/ Department/ School School/district/state
Proximity l i In the midst Middle‐distance Distantto learning In the midst Middle distance Distant
Timing During instruction After teaching‐learning cycle Between units/ periodic End of year/course
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Participants Teacher & Student (T‐S / S‐S / Self) Student Student
(CA ELA/ELD Curriculum Framework, Fig 8.3, adapted from Linquanti, 2014)
Cycle Methods Information Uses/Actions
Types and uses of Assessment: Short‐Cycle FormativeCycle Methods Information Uses/Actions
Minute-by-
minute
-Observation
-Questions (teachers and students)
-Instructional tasks
-Students’ current learning
status, relative difficulties and
misunderstandings, emerging or
-Keep going, stop and find out
more, provide oral feedback to
individuals, adjust instructional
-Student discussions
-Written work/ representations
g g g
partially formed ideas, full
understanding
j
moves in relation to student
learning status (e.g., act on
“teachable moments”)
Daily Lesson Planned and placed strategically in
the lesson:
-Observation,
-Students’ current learning
status, relative difficulties and
misunderstandings, emerging or
-Continue with planned
instruction
-Instructional adjustments in
-Questions (teachers and students)
-Instructional tasks
-Student discussions
-Written work/ representations
partially formed ideas, full
understanding
this or the next lesson
-Find out more
-Feedback to class or
individual students (oral or p
-Student self-reflection (quick write)
(
written)
Week -Student discussions and work
products
-Students’ current learning
status relative to lesson learning
-Instructional planning for start
of new week
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products
-Student self-reflection (e.g.,
journaling)
status relative to lesson learning
goals (e.g., have students met
the goal(s), are they nearly there?
of new week
-Feedback to students (oral or
written)
(CA ELA/ELD Curriculum Framework, Fig. 8.5)
What enables an evidence gathering strategy or tool to be part of the formative assessment process?be part of the formative assessment process?
Specificity of evidence (instructionally actionable) Timing of evidence (while teaching and learning of Timing of evidence (while teaching and learning of
lesson/unit objectives still underway)
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Formative Assessment vs. Using Assessments of Learning formativelyUsing Assessments of Learning formatively
Formative Assessment Process
Using Assessments ofLearning formativelyProcess
Practices used during instruction to guide
Learning formatively After period of learning
(e.g., end‐of‐unit)learning
Evidence gathered specific & ti l Cl l i
Who met goals, who needs help, what I might improve
t ti I t h it
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& timely: Close learning gap to goal
next time I teach unit
Questions?Questions?
rlinqua@wested [email protected]
Linquanti, R. (2014). Supporting formative assessment for deeper plearning: A primer for policymakers. Prepared for the Formative Assessment for Students and Teachers (FAST) State CollaborativeTeachers (FAST) State Collaborative for Assessment and Student Standards (SCASS). Washington DC: Council of Chief State School Officers.
http://www.ccsso.org/Resources/Publications/Supporting_Formative_Assessmentf D L i A P i f P li k ht l
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_for_Deeper_Learning_A_Primer_for_Policymakers.html