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SETTING THE STAGE FORFORMATIVE ASSESSMENT
PART 4: THE TEACHER’S ROLE
Julie Park Haubner, PhD, NBCT
Sandy Chang, PhD, NBCTTheworkreportedhereinwassupportedbygrantnumber#S283B050022AbetweentheU.S.DepartmentofEducationandWestEd withasubcontracttotheNationalCenterforResearchonEvaluation,Standards,andStudentTesting(CRESST).Thefindingsandopinionsexpressedinthis publicationarethoseoftheauthorsanddonotnecessarilyreflectthepositionsorpoliciesofCRESST,WestEd,ortheU.S.DepartmentofEducation.
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Formative Assessment Bi-Regional Advisory Board
Central Comprehensive Center
• Colorado• Kansas• Missouri
South Central Comprehensive Center
• Arkansas• Louisiana• New Mexico• Oklahoma
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Setting the Stage for Formative Assessment Webinar Series
1. State September 2017
2. District May 2018
3. School September 5, 2018
4. Classroom September 19, 2018
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Alllessonsandinstructionareformative
Definitionalclarityandestablishingclassroomculture
Aligningformativepracticesinlesson
planningandinstruction
Deepeningformativeassessmentpractices(e.g.,peerandself-assessment)
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LEARNING GOALS
1. Understand what formative assessment is.
2. Learn how teachers can begin to implement formative assessment practices.
6bit.ly/csai_teacher
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Learning Goal #1
Understand what formative assessment is.
1. What is formative assessment?
2.
3.
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Googling Formative Assessment
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“Formative Assessment(s)”
• Analyzestudentwork • 3-2-1countdown
• Roundrobincharts • Classroompolls
• Strategicquestioning • Exit/admittickets
• 3-waysummaries • One-minutepapers
• Think-pair-share • Creativeextensionprojects
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CultureofCollaboration§ Studentsandteachersshareresponsibilityforlearning
§ Studentslearntogether
§ Studentcontributionsinspiredeeperengagement
§ Alllearners(includingteachers)demonstrateawillingnesstotakerisks,learnfrommistakes,andsupporteachother
StudentAgency§ Studentsbecomeactiveagentsinthelearningprocess
§ Learningtasksthatallowstudentstoevaluatetheirownprogress
§ Studentsmakedecisionsabouttheirownlearning
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MakingMeaning
Thinkingcritically,creatively,andmetacognitively
Connectingpriorknowledgetonew
learning
Usinglanguage,symbols,andtexts
ParticipatingandContributing
Engagingwithothersinlearning
Communicatingideas,feelings,perspectives,andunderstanding
Relatingtootherpeople’sideas,feelings,
andexperiences
ManagingLearning
Takingpersonalresponsibilityfor
learning
Adaptinglearningtactics
Perseveringwithchallenges
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Fundamentals of Learning (FoLs)
§ ExamplesofFoLs intheclassroom
§ FoLs andstandards
§ Activeroleofstudents
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Definition
Formativeassessmentisaplanned,ongoingprocessusedbyall
studentsandteachersduringlearningandteachingtoelicitand
useevidenceofstudentlearningtoimprovestudent
understandingofintendeddisciplinarylearningoutcomesand
supportstudentstobecomemoreself-directedlearners.*
Council of Chief State School Officers (CCSSO)Formative Assessment for Students and Teachers (FAST)
State Collaborative on Assessment and Student Standards (SCASS)
*UpdateddefinitionadoptedbyFASTSCASSin2017.
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Learning Goal #1
Understand what formative assessment is.
1. What is formative assessment?
2. What are the elements of formative assessment?
3.
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Copyright©2017TheRegentsoftheUniversityofCalifornia
Formative Assessment Process
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Learning Goals
§ State what students will learn in a lesson
§ Can be achieved by the end of the lesson
§ Establish the context and purpose of the lesson
§ Are shared with students
§ Are based in standards
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Success Criteria
§ Are observable
§ Describe what students do, say, make, or write
§ Align with Learning Goals
§ Are shared with students
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Evidence Gathering & Analysis
§ Collect information about student progress toward Success Criteria
§ Provide feedback to students
§ Help teachers adjust instruction
§ Vary participant structures
§ Include peer and self-assessment
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Pedagogical Action
§ Predict where students may struggle
o Misconceptions
o Procedural errors
o Gaps in student knowledge
o Language and/or communication challenges
o Mismatch of content or level
§ Plan how the teacher will provide support
o Provide feedback, model, explain, prompt, question, or tell
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PedagogicalActions
Evidence-Gathering
OpportunitiesSuccessCriteriaLearningGoal
DistinguishPOVinnarrative
Comparecharacter'sPOV T-chart
Modelelaboration
Providevocababoutfeelings
Explaincharacter'sbackground
Smallgroupdiscussion
Frontloadstayingontopic
Writtenresponse Reviewtextualevidence
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PedagogicalActions
Evidence-Gathering
OpportunitiesSuccessCriteriaLearningGoal
Relatearraystomultiplication
Describearraysinnumbersentences
Individualwhiteboard
Providecounters
Usedifferentnumbergroups
Relatearraysentencesto‘x’
sentences
ElbowpartnerProvide
examplesofsentencepairs
Exitticket Smallgroupreview
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LessonRevisionwithFormativeAssessment
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Learning Goal #1
Understand what formative assessment is.
1. What is formative assessment?
2. What are the elements of formative assessment?
3. What are frameworks for formative assessment?
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Guiding Questions
§ Where is the learner going?
§ Where is the learner now?
§ How to get there?
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Copyright©2017TheRegentsoftheUniversityofCalifornia
CSAI – Lesson Planning with Formative Assessment
Whereisthelearnergoing?
Whereisthelearnernow?
Howtogetthere?
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FARROP – Peer Observation and FeedbackFormative
Assessment
Rubric,
Resources,and
Observation
Protocol
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LearningGoals
CriteriaforSuccess
Tasks&ActivitiesthatElicitEvidenceofLearning
QuestioningStrategiestoElicitEvidenceofLearning
ExtendedThinkingDuringDiscourse
DescriptiveFeedback
PeerFeedback
Self-Assessment
CollaborativeCultureofLearning
UseofEvidencetoInformInstruction
10Dimensions of FARROP
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Learning Goal #2
Learn how teachers can begin to implement formative
assessment practices.
1. Self-assessment of your formative assessment practice
2.
3.
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Copyright©2017TheRegentsoftheUniversityofCalifornia
InstructionalPractice
LearningGoals
StudentInvolvement
EquityandCulture
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InstructionalPracticeo Planinstruction
o Ongoing
o Classroom-based
o Collectevidence
o Analyzeevidence
o Useevidence
o Respondtostudents
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LearningGoalso Standards
o Learningprogressions
o Lesson-sized
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StudentInvolvemento Student-directed
o Self-assessment
o Peerfeedback
o Howtoachieve
o Identifygaps
o Actionablefeedback
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Equityandcultureo Allstudentsbenefit
o Allteachersbenefit
o Respectful
o Collaborative
o Risk-taking
o Multiplemodes
o Multipleopportunities
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Learning Goal #2
Learn how teachers can begin to implement formative
assessment practices.
1. Self-assessment of current status
2. Formative assessment resources
3.
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Book Study
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CSAI Paper Resource Series
https://www.csai-online.org/collection/1505
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More Resources
§ Videos that show formative
assessment in actionhttps://www.csai-online.org/spotlight/formative-assessment-
action
§ Model formative assessment
lesson plans https://www.csai-online.org/spotlight/model-lesson-plans-build-
teacher-capacity-promoting-deeper-learning-through-formative
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Online Learning Modules – CSAI (open resource)
https://www.csai-online.org/spotlight/formative-assessment-improving-native-american-student-learning-and-language-development
§ Basic elements of formative assessment practice
§ 15 recorded slide decks ~10 min. each
§ Supplementary handouts for each presentation
Learning Goal #2
Learn how teachers can begin to implement formative
assessment practices.
1. Self-assessment of current status
2. Formative assessment resources
3. Teacher roles
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Action Steps
üEstablish a vision and plan
üTake leadership
üUse resources for professional learning
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Vision & Planning
üLong-term commitment
üDefinitional clarity
üAlignment to existing practice
üPartnerships
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Long-Term Commitment: Stages of Implementation
Definitional clarity & resources
Lesson planning –novice framework
Observe and reflect –advanced framework
Beginning Intermediate Advanced
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Definitional Clarity
üMisconceptions
üRequires expert knowledge
• Formative assessment process
• Subject matter
üStudent involvement
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Alignment
üExisting programs
ü Identify gaps
üDig deep
üEfficient and cost-effective
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Leadership
üLead learner
o Model formative assessment process for your students
üTeam builder
o Recruit colleagues and school leaders for collaboration and support
üCommunicator
o Share your vision with stakeholders, including students and parents
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Resources for Professional Learning
üStandards, assessment, and curriculum
üTime
üFunding
üStructures
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Standards, assessment, and curriculum
üState college and career ready standards
üScope and sequence
üLearning progressions
üComprehensive assessment system
ü Integration with existing curricula
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Time
üQuantity
üPrioritized over competing commitments
üEfficiently organized
üMultiple structures
üMultiple opportunities
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Structures
üProfessional Learning Community (PLC)
üSchool, district, state networks
üProfessional library
üOnline modules
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Setting the Stage for Formative Assessment Webinar Series
1. State CAS, definition, illustrations, ESSA
2. District definition & CAS, vision & planning, supporting implementation
3. School definition & CAS, school leadership, resources and structures
4. Classroom definition, resources, novice and advanced frameworks
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Handouts & Contact Information
https://www.csai-online.org/spotlight/setting-stage-formative-assessment-webinars
Sandy Chang, PhD, NBCT [email protected]
Julie Park Haubner, PhD, NBCT [email protected]
