October, 2015 Formative Assessment/ Assessment for Learning.

October, 2015

Formative Assessment/ Assessment for Learning

Assessment for Learning:Learning Goals

Big Idea – Implementation of the Assessment for Learning process can positively impact teaching and learning.

Gain a basic understanding of:

• The research base regarding the AFL/FA process.

• The critical attributes of the AFL/FA process and what it might look like as they are implemented in a classroom.

Assessment for Learning:Success Criteria

• I can summarize the research base surrounding assessment for learning practices

• I can describe how each of the attributes support teaching and learning.

• I can begin to apply this information in my day to day teaching/coaching responsibilities.

KWL

“Save your pennies and the dollars will take care of themselves”

Author unknown

What does this have todo with education?

5

Student Engagement & Learning

Rigor&

Relevance

Assessmentfor

LearningStudent-Centered

Classroom

Teaching for

Understanding Teachingfor LearnerDifferences

Student

Centered

Characteristics of Effective Instruction and Assessment

The “Building Blocks” that create Robust Universal Tier Instruction

Pre K K-6

1. Instructional Time/

Opportunities

2. Curriculum/ Instructional

materials and Environment

3. Literacy Instructional

Strategies and Differentiation

4. Play and Literacy

5. Assessment for Learning

6. Collaborative Literacy Support

1. Instructional Time/ Opportunities

2. Standards and Enacted Curriculum

3. Instructional Practices

4. Instructional Materials

5. Assessment for Learning

6. Collaborative Literacy Support

Iowa’s Definition

Formative Assessment is a process used by teachers and students as part of instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of core content. As assessment for learning, formative assessment provides students with clear learning targets, examples and models of strong and weak work, regular descriptive feedback and the ability to self assess, track learning and set goals. https://aea111.eduvision.tv/Default.aspx?q=CT1wecDsedApIGllQQDOkw%253d%253d

https://aea111.eduvision.tv/Default.aspx?q=CT1wecDsedApIGllQQDOkw%3D%3D

The Critical Attributes 1.Learning Progressions2.Learning Goals and Success Criteria3.Eliciting Evidence4.Self and Peer Assessment5.Descriptive Feedback6.Collaboration

The Data Pyramid – Balanced System

Types of data

Freq

uenc

y

Daily/W

eekl

y –

Real t

ime;

whene

ver n

eede

d1-4 t

imes

per

Mo.

2 – 4

times

per y

r.

Embedded Formative Assessments

Common Classroom Assessments

Benchmark Common Assessments

Summative Assessments

1

time

per

yr.

Examples:

Common grade level/class tests targeting current learning of “unit” skills

Common Grade level interim and screening Assessments (growth, and item analysis); measuring more “global” /integrated skills in domain

District and State Tests (trends, sub-group, item analysis)

Self and peer assessments, feedback, student product &performance using rubrics/criteria, checks for understanding; measuring real-time learning

The data most valuable for accountability purposes and the data most valuable for the improvement of student performance are not the same… In fact, they are completely opposite… do not get upside down!

Adapted from: Love, N. etal., (2008)

Most every thing we do increases student achievement…

April 12, 2005 11

Moderate Effect SizeModerate Effect Size

Control Group

Treatment Group

ES = 0.40

ES = 0.40 means that the average treatment participant outperformed 65% of the control participants

April 12, 2005 12

Large Effect SizeLarge Effect Size

Control Group

Intervention Condition

ES = 0.85

ES = 0.85 means that the average treatment participant outperformed 80% of the control participants

What does the research say about improving learning outcomes?

Meta-Analysis results for selected Teacher/Teaching Influences (Hattie, 2009, 2012 and 2013) Response to Intervention 1.07Teachers working together, as evaluators of their impact .93Providing formative evaluation of programs .90Microteaching .88Classroom Discussion .82Moving from what student know to explicit success criteria .77Teacher clarity (clear learning goals communicated) .75Reciprocal teaching .74 Feedback (to the student) .73Maximize feedback to teachers about their impact .72Teacher-student relationships .72Errors and trust are welcomed as opportunities to learn .72Spaced vs. mass practice .71Getting the proportions of surface to deep correct .71Meta-cognitive strategies .69The Goldilocks principles of challenge, and deliberate practice .60to attain these challenges

The effect size of 0.40 sets a level where the effects of innovation enhance achievement in such a way that we can notice real-world differences, and this should be a benchmark of such real-world change. (Hattie, 2009)

Research

Considering the research outlined in your participant handout, if you were trying to convince another educator that the formative assessment process was in fact something they should spend time learning about and practicing, what research would you highlight for them?

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)

Formative Assessment: What it is NOT

• It is not a test.– Not just a matter of looking at test data and

deciding what to do next time/next year– Not just a benchmark assessments– Not just an end-of–course assessments

• It is not a part of the grading system.• It is not just probing and charting.• It is not just random observations.• It is not just good instruction.

Keys Strategies of Formative Assessment(across 3 key process and 3 kinds of 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

Iowa Core

• A state-wide effort to improve teaching and learning to ensure that all Iowa students engage in a rigorous & relevant curriculum.

19

The Vision for the Iowa Core• Each and every K-12 student will learn the

essential concepts and skill sets identified in the Iowa Core Curriculum for life in the 21st century.

• Each K-12 educator will embed the essential concepts and skill sets in rigorous and relevant instruction informed by ongoing formative assessment.

• Each and every educational leader will ensure an aligned system of curriculum, instruction, and assessment, focused on the Core Curriculum essential concepts and skill sets

Depth of Knowledge (D.O.K.)

• Measures the degree to which the knowledge elicited from students on assessments is as complex as what students are expected to know and do as listed in the state standards.

Developed by Dr. Norman Webb, senior research scientist at the National Institute for Science Education.

Iowa Core and DOK

Why is this important?

Learning Progressions: The Roadmap to LearningDefinition• Learning progressions are a "carefully sequenced set of

building blocks that students must master en route to a more distant curricular aim. The building blocks consist of sub skills and bodies of enabling knowledge." (Popham, 2007)

• The learning progression describes a sequence along which students can move incrementally from novice to more expert performance. Implicit in progression is the notion of continuity and coherence. Learning is not viewed as a series of discrete events, but rather as a trajectory of development that connects knowledge, concepts and skills within a domain. (Heritage, 2010)

How do individual teachers use learning progressions?

• They identify a target component of the learning progression based on what students already know and what learning is ahead.

• They identify missing building blocks of understanding for struggling students and next steps for students with grade level mastery.

• They organize the unit by establishing clear learning goals, success criteria and examples of strong and weak work samples; Helps plan evidence gathering activities

Large Grained Learning Progression

Math Learning Progression

English/Language Arts ProgressionsReading: Informational Text – Key ideas and Details – Progression of Skills

K With prompting and support, identify the main topic and retell key details of a text.

1st Identify the main topic and retell key details of a text.

2nd Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

3rd Determine the main idea of a text; recount the key details and explain how they support the main idea.

4th Determine the main idea of a text and explain how it is supported by key details; summarize the text.

5th Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

6th Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

7th Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

8th Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

9/10 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

11/ 12

Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

http://www.aea267.k12.ia.us/english-language-arts/iowa-core-english-language-arts-information-and-resources/learning-progressions

How does this attribute assist in answering these 3 critical questions

For the Teacher1.Where is the learner going?

2.Where is the learner now?

3.What do I need to do to help the learner close the gap

For the Student1.Where am I going?

2.Where am I now?

3.What do I need to do to close the gap?

What are some things you currently do to support this attribute?


Sometimes also

referred to as

learning intentions

Learning Goals

Learning Goals- general statements of intended student attainment of essential concepts and skills. Identifies what the student will learn during the course of the lesson or lessons. Generally written as: “I understand” statements

Learning Goals: • are brief

• are written in student-friendly terms (Keeping in mind that students need to learn the “language of the discipline”);

• are based on learning progressions and future expectations

• allow students to make connections to prior learning;

• guide the development of success criteria;

• guide the development of embedded formative and summative assessments;

• guide teacher’s instructional actions.

Learning GoalThe learning goal is like the target.

It generally defines, for students, what learning is intended.

Success CriteriaSuccess Criteria- Success criteria are the indicators that teachers and students

use to understand that learning is progressing. They describe, from a student’s perspective, what successful attainment of a learning goal looks like and are often written as "I can.." statements. They provide students with the tools to monitor their learning and to determine their level of proficiency with respect to a learning goal . Criteria can be made explicit through exemplars

Success criteria should: • Describe what success looks like; Be measureable

• Be communicated to students and be described in student-friendly language

• Be used by students during the learning process (self and peer assessment)

Performance Rubrics are often used – Ex.4 pt scale

Success CriteriaThese are the colored circles of the target that help the student know what mastery looks like and how their current performance compares to the targeted goal.

THE AIM IS FOR CHILDREN TO ASK “WHAT ARE WE GOING TO LEARN?” RATHER THAN “WHAT ARE WE GOING TO DO?”. SHIRLEY CLARK

When we invest time up front to build the vision of what the students are to learn, we gain it back later in increased student motivation and the resulting higher quality work. Chappuis, 2009






2.Where am I now?



Eliciting Evidence to close the gap

Planned activities used for the purpose of gathering student learning information so current performance can be compared to the success criteria for a given learning goal. This information will assist the teacher in providing feedback to student choosing the instructional modifications that are necessary to close the learning gap. This information will also assist the teacher in evaluating their impact on student learning

RIOT

What does the research say about Frequent Assessment?

• Maximizing feedback to teachers about their impact – effect size = .71

• Mass Practice vs spaced practice – effect size = .71 Hattie, 2009,2013

• Gains achieved in mass practice are transitory and melt away quickly.

• “One of the most striking research findings is the power of active retrieval testing to strengthen memory and that the more effortful the retrieval, the stronger the benefit.”

Brown, Roediger, McDaniel, 2014

• Distributed learning, in certain situations, can double the amount you remember later on. Carey, 2014

Eliciting Evidence of LearningThese assessment activities are generally systematic and

planned; However, sometimes those spontaneous/on-the-fly assessment activities can be helpful as well

Strategies must be:

• Appropriate to purpose (What Purpose?)

• Aligned with learning goals

• Able to provide teacher and student with sufficient information/feedback…(to answer the 3 critical questions?)

• Cognitive Revealing

• Feasible and do-able

Eliciting Evidence: No Single Way

e.g. Questioning Discussion (student/student - teacher/student) Observation (watching and listening) Tasks (representations, explanations, problem solving strategies) All Response Systems Exit cards Notes to teacher Curriculum-embedded assessments (e.g. from textbook or

guides) Work samples Quizzes

When possible, use response systems that engage all students

Big Idea:Because earth varies in composition and structure, its physical structures are constantly changing. Learning Goal(s) Success Criteria FA Strategies to Elicit Evidence of

Learning

Understand the reasons for the locations of earthquakes and volcanoes.

Find longitude and latitude locations

Plot current earthquake and volcano data on a world map using a key that indicates depth and magnitude (color coded and size coded)

Compare and contrast the EQ/V map to a plate boundaries map

Use data to support conclusions about the location of V & EQ

Questions: What is the relationship between magnitude and depth of earthquakes?What is the relationship between E/V locations and plate boundaries? What types of plate boundaries typically create volcanoes?What types of plate boundaries typically create earthquakes? Can earthquakes and volcanoes exist at the same locations? Why do you think that is?

Questioning: Where would I find NW, etc.? What are the major grids on the map?

Observation and questions: Observe while students plot data individually. Why have you plotted an EQ here?

Peer Feedback: Students present graphs to each other in small groups. Peers provide feedback. Listen to feedback

Individual written explanations: Justify conclusions by articulating evidence for basis of conclusion.






2.Where am I now?



Self and Peer Assessment

• Self Assessment - a process in which a student monitors their own learning in relation to a specific goal, and then makes necessary changes, using appropriate strategies, to meet the goal.

• Self-assessment involves the processes of metacognition and self-regulation

• Peer Assessment - a learning activity in which students provide feedback relative to the learning goal.

An internal conversation led by a series of questions:1.Where am I now?2.Where am I going?3.How can I get there?

Why self and peer-assessment is important…

• Increases student:– Involvement– Responsibility– Motivation

• Builds a “community” of learners

• Teacher and student roles change – Teacher’s role is not to judge, but to assist the student in

achieving their goals. – Encourage a “growth mindset” (Carol Dweck’s work)

– Student’s role is to identify where they are and how to meet their learning goal and to assist others in doing the same.In what ways do the teacher and student roles change? What is the role of the teacher and the student?






2.Where am I now?



Descriptive Feedback

• Information (based upon the analysis of data collected) provided to the student which serves to describe their current status as compared to the learning goal (i.e. success criteria)

Feedback to Close the Gap (Sadler, 1989) “…descriptive, feedback is

―information communicated to the learner that is intended to modify his or her thinking or behavior for the purpose of improving learning.”Shutte (2008)

Is a gap a good thing?

Sources of Feedback for a student

•Teacher•Peers

•Self-assessment -Metacognition -Self-regulation

Feedback Feedback should be directly connected with the success

criteria and the learning goal and the 3 pivotal questions

Feedback is only formative if it is USED by students; should create more work on the part of the recipient than the donor.

Teachers must allow TIME for students to use feedback

Using feedback helps students develop LEARNING STRATEGIES and become intrinsically motivated self regulated learners

Data from eliciting evidence activities assists the teacher in becoming evaluators of their own impact. Thus, providing the teacher with feedback regarding their impact on student learning






2.Where am I now?



Collaboration-Classroom/Building Culture

Building a classroom/building culture and learning environment that is conducive to the implementation of the attributes of the assessment for learning process that is based upon:

• Trust• Norms of respect• Transparency• Appreciation of differences• A non-threatening environment

With this type of classroom culture, we will increase the odds that students will:

• Use and value feedback

• Engage in Peer and self assessment

• Become self regulated and self-motivated learners

• Become partners in learning

…which will ultimately produce more learning and better outcomes for students.

Such a culture is not established over night; it is cultivated every day!

What do you think?

• What would it look like/sound like/feel like in a classroom where effective assessment for learning practices were taking place?

• What might assessment for learning practices gone wrong look like/sound like/feel like?






2.Where am I now?



Assessment for Learning:Success Criteria

• I can summarize the research base surrounding assessment for learning practices

• I can describe how each of the attributes support teaching and learning.

• I can begin to apply this information in my day to day teaching/coaching responsibilities.

KWL

This is hard work! Thanks for all that you do!

The fact that we know what needs to be done is not the same as doing it. Continuously developing one’s teaching is extraordinarily difficult. The good news is that you don’t need to start from scratch but build on the achievements of other teachers who have already developed techniques.

Wiliam, 2011

Iowa’s Assessment for Learning Modules

Modules1. Foundations2. Learning Intentions 3. Eliciting Evidence/Instructional

Modifications4. Descriptive Feedback5. Self-and Peer-assessment6. Collaborative Classroom Climate7. Putting It Into Practice

ComponentsMODULE

UNIT UNITUNIT

Opening Activity

Learning Opportunities

Practice Activities

Closing Activity

MODULE WRAP-UP + MODULE EVALUATION + OTHER RESOURCES

Opening Activity


Practice Activities

Closing Activity

Opening Activity


Practice Activities

Closing Activity

Learning Opportunities• For collaborative learning teams (Repository of

Learning Opportunities, tools and resources)– Readings– Videos– Activities

• Approximately 40 minutes of team time per learning opportunity/activity (Developed on best practices in PD - theory, demonstration, practice, & coaching)

• Team Facilitator– AEA– LEA

Would be most effective if….• Teams begin with the Foundations module• Teams use the Learning Intentions module after

Foundations module• Enough time is planned to work through these

• 50 to 60 contact hours to change practice – high degree of implementation (90% of staff implementing with high fidelity)

• Could easily take 3 to 4 years to change practice• Connections are made to previous

building/district PD• Teams had experience in collaborative team

meetingshttp://moodle.aeapdonline.org/

http://moodle.aeapdonline.org/

October, 2015 Formative Assessment/ Assessment for Learning.

Documents

Transcript of October, 2015 Formative Assessment/ Assessment for Learning.