Formative Assessment Classroom Techniques (FACTS)

Based on Science Formative Assessment: 75 Practical Strategies for

Linking Assessment, Instruction, and Learning by Page Keeley

September 2008

karen.kidwell@education.ky.gov

Learning Targets

Discuss Formative Assessment and its role in increasing student achievement/motivation

Learn/review/practice a variety of FACTs (Formative Assessment Classroom Techniques) that can be used in the social studies classroom

…formative assessment…

refers to any number of ways that we can uncover student ideas/knowledge about concepts important to the unit being taught (diagnostic) in order to adjust our instruction to the needs of the students; collecting evidence of understanding in order to focus teaching and learning

A FA on A for L !

Assessment FOR learning 1. involves teachers providing descriptive rather than

evaluative feedback to students

2. involves teachers assessing frequently and using the results to plan next steps in instruction

3. involves reporting to others about students’ achievement status at a certain point in time

4. both 1 and 2

Which of the following is NOT considered a key strategy for improving student learning/achievement:

1. Sharing learning targets/intentions with students

2. Providing evaluative/quantitative feedback

3. Engaging students in self assessment

4. Facilitating focused discussions, questions, learning activities

5. Utilizing peer assessment strategies

Based on evidence/research, “It’s not the difference in curricula, it’s the difference in teaching that really impacts student achievement.”

1.true

2.false

Descriptive and specific feedback should be provided to students

1.by the teacher

2.by other students

3.by both the teacher and other students

According to research, which of the following contributes most to student improvement

1. providing assessment scores to students

2. providing comments/feedback to students about their work

3. providing both scores and comments/feedback to students about their work

FACTs have implications for both teaching and learning

Selecting specific FACTs can improve teaching by providing a ‘template’ for a new pedagogical practice

Not every FACT is appropriate for every class/teacher Research into [science] teaching and learning reveals

that far too little time is devoted to ‘sense-making’; FACTs can provide a ‘structure’ for doing that

Don’t GRADE FACTs; use them to provide feedback and open lines of discussion for further thinking

A good idea A good idea

– – poorly implemented – poorly implemented –

is a bad idea is a bad idea (Ainsworth &Viegut, 2006)

Individual Rights v Common Good

Form a circle Listen to the statement Think…do you agree or disagree? Agree—move to center; Disagree—stay on

the outside; Discuss in groups Is your position still the same?

#1: Agreement Circles

Activate student thinking Are active/kinesthetic Safely engage students in civil discourse Uncover student

ideas/preconceptions/conceptions Can be used throughout a unit

How are individual rights protected?

Think about the question In your head, compose some

sentences/statements that answer the question

When the paper comes to you, read the other statements and add something new

#2: Chain Notes

Provides an opportunity to examine others’ thinking

Encourages synthesis and evaluation over recall Allows various levels of entry points Best for checking for understanding after students

have had some opportunities to learn and explore the concept

Powers of the Individual Branches of Government

Work with one other person to sort the functions performed into the 3 categories on the colored paper.

Discuss why you sorted the way that you did. Walk around to other tables and observe how

they sorted.

#3: Card Sort

Put choices on strips of paper or cards Work in teams of two—emphasize the

reasoning/explaining component of the sorting decisions

Can be used throughout a unit

Freedom of Speech?

Which child do you agree with? Why?

(Handout)

*created at Thinkfinity.org using ‘comic creator’

#4: Concept Cartoons

Promote thinking and discussion Often allow for the surfacing of common

misconceptions—diagnostic Work well in both small groups and whole class Can use ‘blank’ bubbles and allow students to fill

them in then have other students interact with them *Not all Concept Cartoons have a ‘right answer.’

2008 Presidential Candidates Debate Data (for 2007 only)

From: Dec 2007, Political Arithmetik

Which match the data?

1. The Democrats received more debate time in 2007.

2. The debate moderators showed preference to some candidates.

3. The questions were longer in the republican debates, leaving less time per candidate to respond.

4. There are more republican candidates than democratic candidates.

#5: Data Match

Use evidence to draw conclusions Helps teachers determine how well students

understand the role and significance of data Quantitative or qualitative data can be used Students should record their answers

independently, then engage in discussion in small groups or whole group

Rights

Use each letter of the word ‘RIGHTS’ to begin a sentence or statement about the concept.

#6: First Word-Last Word

Variation of acrostics Used to activate student thinking about a concept or

topic First Word – at beginning of unit – to uncover

student ideas Last Word – after learning experiences – to allow

comparison of ideas/growth and depth of understanding

You Be the Judge

It is legal for public businesses to deny service to customers based on their race.

It is legal for a principal to search a school locker. Principals have editorial control over school

newspapers. It is acceptable for schools to be racially

segregated.

Issue an ‘evidence’ supported opinion for each of the statements below.

#7: Justified True or False Statements (or “You Be the Judge”)

Examine claims or statements Use evidence from data, prior knowledge, or

other sources to analyze their validity (support)

Can be used individually or in groups Can be used throughout a unit

Government

Provide evidence or justification for your answer.

#8: Commit and Toss

Engaging way to get a ‘snapshot’ of ideas/explanations that are prevalent in the class

Anonymous for students—safe environment to ‘try out’ their ideas/thinking

Use with a ‘forced-choice’ (multiple choice) item that requires an explanation/reasoning for selection

Can be used throughout a unit Can also be “Commit and Pass”*

Take Home Messages

Activating prior knowledge and instituting self-assessment are two research based strategies shown to significantly impact achievement (+22%ile and +24%ile respectively).

“Understanding” requires application and explanation.

Effective teachers constantly monitor for engagement—and when they know that students are not engaged, they do something to change it.

Start small—pick just a couple of new strategies to implement.