formative assessment - project success...
TRANSCRIPT
Formative Assessment
Avon
December 2017
Meet Today’s
Presenters
• Meredith Keedy-Merk
• Member of the Project SUCCESS Team for three years
• Special Educator for 8 years
• Building Administrator/ Special Education Coordinator for 3 years
• Ashley Quick
• First year with the Project SUCCESS team
• Special educator for 10 years
• Higher ed custom publishing for 3 years
Meet Today’s
Presenters
Welcome!
• Name
• Position
• Share a celebration!
www.pcgeducation.com | PCG Education
Please take a moment to introduce yourself!
Agenda
• Summative and formative assessment overview
• Formative assessment process
• Formative assessment for students with significant cognitive disabilities
• Planning lessons with embedded formative assessments
5
Objectives: Participants will be able to…
• Understand key components of formative assessment
• Develop formative assessments embedded in lesson plans
6
Activity
• What does formative assessment mean to you?
• What are the key characteristics?
• Write a definition.
7
ESSA
8
What is assessed?
Academic skillsBehavioral
Performance
Social/Emotional Learning
Competencies
9
What is the purpose of assessing??
Formative Summative
What is assessed?
Academic skillsBehavioral
Performance
Social/Emotional Learning
Competencies
10
Academic skillsBehavioral
Performance
Social/Emotional Learning
Competencies
FormativeThe goal of formative assessment is to gather feedback that can be used by the instructor and the students to guide improvements in the ongoing teaching and learning context.
Summative
The goal of summative assessment is to measure the level of success or proficiency that has been obtained at the end of an instructional unit or time period, by comparing it against some standard or benchmark.
11
Assessment TypeAssociated
Terms/AssessmentsCharacteristics Purpose Examples
Formative –
Focus on
development
at a time
• Informal
• Interim
• Local or common
assessments
• Diagnostic Assessment
• Aimsweb
• Acuity
• NWEA
• iReady
• On-going and embedded in
instruction and learning
• Students engaged in the process
and identify strengths and
weaknesses
• Leads to effective feedback
• Informs standards based grading
• Monitor academic, behavioral and
social/emotional progress
• Monitor and inform next
instructional steps
• Monitor Continuous individual
and group progress on standards
• Asking students to submit one or
two sentences identifying the main
point of a lecture
• Asking students to submit an
outline for a paper
• Questioning using text dependent
questions
• Learning logs
• Math journals
• Graphic organizer, such as KWL
chart
Summative –
Focus on outcomes after
an established timeframe
• High stakes assessment
• Local or Common
Assessments
• Graduation exam
• ISTEP
• ISTAR
• Aimsweb
• NWEA
• Diagnostic Assessment
• Interim Assessment
• After instruction and intervention
• Measures individual levels of
success or mastery
• Pre-determined schedule for
administering
• Compares student success against
a standard or benchmark
• Assess student academic,
behavioral and social/emotional
outcomes
• Summarize progress on outcomes
across classes, schools and
subgroups
• evaluate student learning, skill
acquisition, and academic
achievement at the conclusion of a
defined instructional period
• State-mandated assessments
• District benchmark or interim
assessments
• End-of-unit or chapter tests
• End-of-term or semester exams
• Common Writing Prompts scored
with a rubric
• Scores that are used for
accountability for schools (AYP)
• Report card grades
12
Assessment TypeAssociated
Terms/AssessmentsCharacteristics Purpose Examples
Formative –
Focus on
development
at a time
• Informal
• Interim
• Local or common
assessments
• Diagnostic
Assessment
• Aimsweb
• Acuity
• NWEA
• iReady
• On-going and embedded in
instruction and learning
• Students engaged in the
process and identify
strengths and weaknesses
• Leads to effective
feedback
• Informs standards based
grading
• Monitor academic,
behavioral and
social/emotional progress
• Monitor and inform next
instructional steps
• Monitor Continuous
individual and group
progress on standards
• Asking students to submit
one or two sentences
identifying the main point
of a lecture
• Asking students to submit
an outline for a paper
• Questioning using text
dependent questions
• Learning logs
• Math journals
• Graphic organizer, such as
KWL chart
Summative –
Focus on outcomes
after an established
timeframe
• High stakes
assessment
• Local or Common
Assessments
• Graduation exam
• ISTEP
• ISTAR
• Aimsweb
• NWEA
• Diagnostic
Assessment
• Interim Assessment
• After instruction and
intervention
• Measures individual levels
of success or mastery
• Pre-determined schedule
for administering
• Compares student success
against a standard or
benchmark
• Assess student academic,
behavioral and
social/emotional outcomes
• Summarize progress on
outcomes across classes,
schools and subgroups
• evaluate student learning,
skill acquisition, and
academic achievement at
the conclusion of a defined
instructional period
• State-mandated
assessments
• District benchmark or
interim assessments
• End-of-unit or chapter
tests
• End-of-term or semester
exams
• Common Writing Prompts
scored with a rubric
• Scores that are used for
accountability for schools
(AYP)
• Report card grades
What else?
13
Can be used summatively OR formatively.
• Summatively they:
• Measure students achievement several times a year.
• Determine students progress towards grade-level standards.
• Hold educational programs accountable
• Signal areas for investigating curriculum scope, sequence, and planning professional development.
• Formatively they:
• Provide baseline (pre-assessment) data about where students are along the learning progression before instruction begins.
• Provide data that informs lesson plans and decisions about small group composition.
Benchmark / Interim Assessments
14
Formative Assessment is…
…the planned, continuous process teachers and students use to reveal learning, analyze learning, and adjust instruction and learning strategies to enhance students’ achievement of intended outcomes.
IDOE
Formative assessment is
a process used by
teachers and students
during instruction that
provides feedback to
adjust ongoing
teaching and learning
to improve students’
achievements of
intended instructional
outcomes.(FAST SCASS, 2006)
15
Formative Assessment
16
Formative Assessment is a PROCESS used by teachers and students
Where am I
going?
Where am I
now?
Where to next?
17
Teachers who are..
• Collect evidence of student thinking (quality of thinking)
• Interpret student responses in terms of what students were thinking
• Consider what feedback or immediate next step in instruction will address the specific needs
• Collect evidence of student performance (quantity of thinking)
• Evaluate the correctness of responses
• Re-teach topics based on percent correct
18
Expert in Formative Assessment
Not expert in Formative Assessment
[Minstrell, Anderson, & Li (2009); Hattie (2009); Hattie & Timperley (2007); Kroog, Ruiz-Primo, &Sands (2014)]
Teachers who are..
• Collect evidence of student thinking (quality of thinking)
• Interpret student responses in terms of what students were thinking
• Consider what feedback or immediate next step in instruction will address the specific needs
19
Expert in Formative Assessment
Examples for Students with Significant Disabilities
What can a formative assessment process look like with students with
more significant disabilities?
Key Strategy: Sharing learning targets and criteria for success
• Students need to know and be able to discuss “Where am I going?”
• Otherwise, they are only complying with directions, not actively pursuing learning
21
Where am I
going?
Where am I
now?
Where to next?
How do you know the difference between compliance and learning?
How does a Learning Target “Live”in a lesson?
• Share the target verbally
• Students put the learning target into their own words or explain it to a friend
• Students use an organizing visual—a picture, chart, video, smart board image, or handout that unpacks an important concept
• Students and teacher refer to the learning target throughout the lesson in ways that help the students self-assess
• Students analyze and discuss examples of strong and weak work
• Students discuss the connection of today’s lesson to what they learned previously and where they are headed in this lesson
22
Know the Access Skills for the Assessed Standard
Unpacking Template
Content Connector:
SKILLS: What students should DO? (VERBS) CONCEPTS: What students should KNOW? (NOUNS)
What access skills are required for every student to master the selected grade-level standard?
Which access skills describe barriers for this student’s access to and progress toward this grade-level standard?
23
Know the Access Skills for the Assessed Standard
24
Sharing Learning Targets and Criteria for Success
25
Skill ShareTarget
Criteria for Success
Student Action
Identify character
Key Strategy: Teachers and students review evidence and provide feedback
24
Where am I
going?
Where am I
now?
Where to next?
Teachers and Students Review Evidence and Provide Feedback
• Student talk – questions and discussion
• Student writing
• Student work, project, constructions
• Student actions
• Teacher
• Self
• Peer
• Resources (e.g., books, materials, internet)
27
Evidence Feedback
Teachers and Students Review Evidence and Provide Feedback
28
Skill Evidence Example Feedback Example
IdentifyCharacter
Student Talk Teacher
Key Strategy: Adjust ongoing teaching and learning to improve achievement
27
• Teacher action
• Student learning
Where am I
going?
Where am I
now?
Where to
next?
Adjust Ongoing Teaching & Learning to Improve Achievement
30
Teacher Action
• Next instructional moves
• Next instructional materials
• Next instructional activities
• Next assessment evidence
• Re-teaching
• Mini-lessons
• Moving on
Student Learning
• Revising work
• Additional work
• Studying
• Review
• Re-reading
• Reading new material
• Questioning
Adjust Ongoing Teaching Strategies and Learning
31
Skill TeacherAction
Student Action
Identify Character
Recap
Where am I
going?
Where am I
now?
Where to next?
32
Learning Targets
Evidence/FeedbackTeacher/Student Action
Planning lessons with embedded formative assessment
Planning Considerations
• How will I introduce the learning target to the students?
• How will I know if the student knows the learning target?
• How will I differentiate instruction so all students can participate throughout the lesson?
• What formative assessments will be useful? What data will I collect throughout the lesson?
34
Lesson Planning Resources
• Indiana Academic Standards/Content Connectors
• Core Vocabulary
• Academic Vocabulary
• Curriculum Resources
• Templates
• PATINS UDL
• Project SUCCESS
35
Let’s Practice!!
Plan Lesson with Formative Assessment
• Use resources to develop lesson plans that highlight the formative assessment process
37
Where am I
going?
Where am I
now?
Where to next?
Activity
• What does formative assessment mean to you?
• What are the key characteristics?
• Write a definition.
38
Next StepsEvaluation & Feedback form