Leadership Workshop

September 4, 2009

Formative Assessment

Overview

Are You… ASSESSMENT SAVVY?

Skilled in gathering accurate information about students learning?

Using it effectively to promote further learning?

Two Uses of Assessment

SUMMATIVESUMMATIVE Assessments Assessments OFOF LearningLearning

How much have students learned as of a particular point in time?

FORMATIVEFORMATIVE Assessments Assessments FORFOR LearningLearning

How can we use assessment information to help students learn more?

ASSESSMENT SAVVY? What’s your opinion?

Read the 3 Vignettes silently to yourself

Individually decide whether these teachers are using formative assessment

7 minutes to read, answer, and discuss

Large Group Review and Discuss

WHEN DO YOU ASSESS?

Traditionally, teachers have assessed students at the end of an instructional unit or sequence.

However, when assessment However, when assessment and instruction are and instruction are interwoven, both the interwoven, both the students and the teacher students and the teacher benefit.benefit.

Research consistently shows that regular, high-quality FORMATIVEFORMATIVE

ASSESSMENTASSESSMENT increases student

achievement.

Formative assessment can and should be done

BY STUDENTSBY STUDENTS, as well as by teachers.

The key to improvement is how

students andstudents and

teachers useteachers use assessment information.

SevenSeven Strategies of Strategies of Assessment Assessment FORFOR Learning Learning

1. Clear & Understandable Vision of Target2. Examples/models of strong & weak work3. Regular Descriptive feedback4. Teach Students to Self-Assess & Set

Goals.5. Focus on One Aspect6. Teach Focused Revision7. Engage students in Self-Reflection

Rick Stiggins

Strategies and Student Questions

Know where they are going 1. 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 setKnow 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

The good news is---you are doing much of this already!

Formative Classroom Assessment simply helps you make your current

practice more intentional and effective.

Why SMART Goals?

Clear & Understandable Vision of the Target

Targets as SMART goals.SMART goals direct our “focus” SMART goals help define exactly

what the “future state” looks like and how it will be measured.

What Are SMART GOALS?

SS pecific, strategic

MM easurable

AA ttainable

RR esults-oriented

TT ime-bound

When students know what they are learning, their performance, on average, has been shown to be

27 percentile points higher than students who do not know what they are learning.

What are the learning targets?

Scaffolding

Scaffolding Breaking learning targets

into attainable, measurable steps

Provides learners an opportunity to build upon prior knowledge through multiple, increasingly complex opportunities

Why Scaffold? Simplify the task to make it more manageable

and achievable for a child Provide some direction in order to help the child

focus on achieving the goal Clearly indicate differences between the child’s

work and the standard or desired solution Reduce frustration and risk Model and clearly define the expectations of the

activity to be performed (Bransford, Brown, and Cocking, 2000).

Grade and Content Area ______________________________________________

Skills Needed to Achieve Outcome

Formative Assessments

Interventions Extensions

Ideas Regarding Acceptable Forms of Evidence Intended Use for TeachersTeachers:

Identify student learning Inform instruction Identify proficiency

What evidence do wehave of the learning?

ASSESSMENT PROCESS

Student Achievement

Learning Target

(Followed by direct instruction)

Formative Assessment

(Assessment FOR Learning)

Instructional Decisions

Formative Assessment

(Assessment FOR Learning)

ReteachExtend Learning

http://http://www.greenville.k12.sc.us/www.greenville.k12.sc.us/bells/baldrige/bells/baldrige/concens.aspconcens.asp

Using questioning and Using questioning and group discussion as a group discussion as a formative assessment formative assessment tool can help promote tool can help promote learning with individual learning with individual students.students.

Expectation/Skill: Sequence

Evidence of Skill Acquisition

Evidence Over Time

Formative or Summative?

Unit Assessments

Formative or Summative? Students take sentence strips and put them

in order by the sequence of events in the story.

Formative or Summative?

Completing a T Chart to draw connections between Corretta Scott King and Rosa Parks independently.

Formative or Summative?

Weekly Assessments

T: What do we want each student to know or be able to do?St: What do I need to know?

I can put story events in order.

Sequence Expectation Grades: K, 1, 2, 3, 4, & 5

T: What evidence do we have of the learning?St: Where am I now? What resources/strategies will help

you know if a child understands main idea and sequencing?

What resources/strategies will help students know if they are successful in understanding main idea and sequencing?

Formative Assessment Strategies

Conference Cooperative

Learning Activities Demonstrations Exit Card Graphic Organizers “I Learned”

Statements Interviews Journal Entry KWLs

Learning Logs Oral Attitude Surveys Oral Presentations Peer Evaluations Problem Solving Activities Products Questioning Quiz Response Groups Self-Evaluations

Balancing Assessment for and of Learning

SOME FINAL THOUGHTS

Formative Assessment:Formative Assessment:

Refers to what happens on a daily basis in the classroom

Provides teachers with information about specific next instructional steps for students:

Assessment Drives Instruction.Assessment Drives Instruction.

Students know where they are at instructionally and where they need to go

On-going assessment provides continual feedback that helps students progress over time

PDSA within a Classroom Professional Learning Community

Define the System

Assess Current Situation

PLAN

Analyze Causes

Try Out Improvement

Theory

Study the

Results

Plan For Continuous

Improvement

ACT Standardize

Improvements

DO

STUDY

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Formative Assessment

Root Causes/Barriers to Learning

Student Learning Expectations (SLE))