Today’s Training Topic: Formative Assessment

On the index card write:

•your name

•grade level(s) taught

•your favorite subject/content to teach

•two things you hope to learn from this training

Formative Assessment

Background and Basics

spandil@esu3.org

Seinfeld Teaches History

http://cooperativelearning.nuvvo.com/lesson/9592-seinfeld-teaches-history

• Is this a “student-friendly” classroom? Why or why not?• Did this teacher employ any formative assessment strategies? If so, what formative assessment strategies did he use?• What other strategies (formative assessment or instructional) could he have employed?

Video Segment Discussion

Research Related to Formative

Assessment

Increase in meta-cognitive skillsIncrease in meta-cognitive skills

Increase in motivationIncrease in motivation

Increase in self-efficacyIncrease in self-efficacy

Increase in learningIncrease in learning

Decrease in the achievement gapDecrease in the achievement gap

Formative Assessment Model

Formative Assessment and Communications

What does it sound like?

1)1) Highly interactive—consider using the 20/80 ruleHighly interactive—consider using the 20/80 rule

2)2) ““The Sound of Silence” because it involves a lot of The Sound of Silence” because it involves a lot of active listening and thinkingactive listening and thinking

3)3) Questions that invite reflectionQuestions that invite reflection

4)4) Feedback that is specific, relevant, and grounded Feedback that is specific, relevant, and grounded in evidencein evidence

Exit Pass

As a result of today’s workshop, how has my understanding of formative assessment changed?

1.

2.

3.

Definition of Formative

Assessment Formative assessment is a process used by teachers Formative assessment is a process used by teachers

and students during instruction that provides feedback and students during instruction that provides feedback to adjust ongoing teaching and learning to improve to adjust ongoing teaching and learning to improve intended instructional outcomes intended instructional outcomes (CCSSO FAST SCASS, (CCSSO FAST SCASS, 20062006).).

Components of Formative Assessment

Formative Assessment

Help teachers make adjustments that will help Help teachers make adjustments that will help ensure students achieve, standard-based learning ensure students achieve, standard-based learning goals within a set time frame, as soon as they see goals within a set time frame, as soon as they see the understanding of the students.the understanding of the students.

Four main points for formative assessment Four main points for formative assessment according to research, which include according to research, which include questioningquestioning, , feedback through gradingfeedback through grading, , peer- and self-peer- and self-assessmentassessment, and , and formative use of summative formative use of summative testtest..

Questioning

Preparing questions allows an opportunity for Preparing questions allows an opportunity for deeper thinking and provides teachers with deeper thinking and provides teachers with significant insight into degree of understanding.significant insight into degree of understanding.

Helping students ask better questions is another Helping students ask better questions is another aspect of this formative assessment strategy.aspect of this formative assessment strategy.

““Wait time” has to be increased to several seconds Wait time” has to be increased to several seconds to give the students time to think and everyone to give the students time to think and everyone should be expected to contribute to discussion.should be expected to contribute to discussion.

Follow-up activities have to be rich, in that they Follow-up activities have to be rich, in that they create opportunities to extend and apply students’ create opportunities to extend and apply students’ understanding.understanding.

Feedback Through GradingOne of the key concepts of engaging students in One of the key concepts of engaging students in the assessment of their own learning is providing the assessment of their own learning is providing them with descriptive feedback as they learn.them with descriptive feedback as they learn.

Written tasks, alongside oral questioning, should Written tasks, alongside oral questioning, should encourage students to develop and show encourage students to develop and show understanding of the key features of what they understanding of the key features of what they have learned.have learned.

Comments should identify what has been done Comments should identify what has been done well and what still needs improvement and give well and what still needs improvement and give guidance on how to make that improvement.guidance on how to make that improvement.

Opportunities for students to respond to Opportunities for students to respond to comments should be planned as part of the comments should be planned as part of the overall learning process.overall learning process.

Peer- and Self-AssessmentStudents need to be involved both as assessors Students need to be involved both as assessors of their own learning and as resources to other of their own learning and as resources to other students.students.

Students should be taught the habits and skills Students should be taught the habits and skills of collaboration in peer assessment, both of collaboration in peer assessment, both because of intrinsic value and because peer because of intrinsic value and because peer assessment can help develop the objectivity assessment can help develop the objectivity required for effective self-assessment.required for effective self-assessment.

Students should be encouraged to keep in mind Students should be encouraged to keep in mind the learning targets of their work and assess the learning targets of their work and assess their own progress toward meeting these targets their own progress toward meeting these targets as they proceed. Then they will be able to guide as they proceed. Then they will be able to guide their own work and become independent their own work and become independent learners.learners.

Formative use of Summative Test

When a comprehensive assessment program at the When a comprehensive assessment program at the classroom level balances formative and summative classroom level balances formative and summative student learning/achievement information, a clear picture student learning/achievement information, a clear picture emerges of where a student is relative to learning targets emerges of where a student is relative to learning targets and standards.and standards.

Students can be engaged in a reflective review of their Students can be engaged in a reflective review of their work to enable them to plan their revision effectively.work to enable them to plan their revision effectively.

Students can be encouraged to ask questions and mark Students can be encouraged to ask questions and mark answers so as to gain an understanding of the assessment answers so as to gain an understanding of the assessment process and further refine their efforts for improvement.process and further refine their efforts for improvement.

Students should be encouraged through peer and self Students should be encouraged through peer and self assessment to apply criteria to help them understand how assessment to apply criteria to help them understand how their work might be improved.their work might be improved.

Thumps Up or Thumbs DownIs this Formative?

A high-school biology teacher frequently reads A high-school biology teacher frequently reads aloud a prepared biology-related statement, then aloud a prepared biology-related statement, then asks students to hold their hands under their chins asks students to hold their hands under their chins and signify whether the statement is true or false and signify whether the statement is true or false by showing a “thumbs-up” for true or a “thumbs-by showing a “thumbs-up” for true or a “thumbs-down” for false. Depending on the number of down” for false. Depending on the number of students who respond incorrectly the teacher may students who respond incorrectly the teacher may have students present arguments for both sides, have students present arguments for both sides, he may pair students and ask them to discuss the he may pair students and ask them to discuss the concept further, or he may decide that he needs to concept further, or he may decide that he needs to present the same concept using a different present the same concept using a different representation or instructional approach. representation or instructional approach.

Classroom VignettesReview Review the classroom vignettes.the classroom vignettes.

Determine Determine whether or not each is an example of whether or not each is an example of formative assessment.formative assessment.

Highlight and discuss Highlight and discuss the formative assessment the formative assessment strategies used by the instructor in the vignettes. How strategies used by the instructor in the vignettes. How could the teacher(s) make formative assessment more could the teacher(s) make formative assessment more effective?effective?

Discuss strategies with your table group. Discuss strategies with your table group.

When would you use the strategy?When would you use the strategy?

When would you When would you notnot use the strategy? use the strategy?

Instruction-Assessment Connection

Assessment strategies…address three factors that influence student motivation to learn (Marzano, 1992). Students are more likely to put forth the required effort when there is:

* Task clarity—when they clearly understand the learning goal and know how teachers will evaluate their learning. * Relevance—when they think the learning goals and assessments are meaningful and worth learning. * Potential for success—when they believe they can successfully learn and meet the evaluative expectations.

McTighe, Jay and O’Connor, Ken .“Seven Practices for Effective Learning” Educational Leadership, November, 2005; pp 17. ASCD.

Variations of Formative Assessments:

1. Assessment Probe

2. Response Cards

3. Graphic Organizers

4. Retellings

5. Think Pair Share

6. Physical Response

7. Response Chaining

8. Whip Around

9. Give One to Get One

10. Audience Response Systems

11. Exit Pass

Science Assessment Probes

Students must justify their answer choice Students must justify their answer choice

with evidence from the data, text, with evidence from the data, text,

or other resources.or other resources.

What’s in the bubbles that you see What’s in the bubbles that you see when water reaches the boiling when water reaches the boiling

point?point?

Dad: They are bubbles of heat.

Calvin: The bubbles are filled with air.

Granny: The bubbles are an invisible form of water.

Mom: The bubbles are empty. There is nothing inside them.

Lucy: The bubbles contain oxygen and hydrogen that separated from the water.

Which explanation is correct? Be ready to defend your answer.

Missed Conception

““When an object is at rest, there When an object is at rest, there are no forces acting on it.”are no forces acting on it.”

1. Why do you think some people have this idea about motion and forces?

2. Did you ever have this misconception? What helped you to understand that even though an object is a rest there are still forces at work on that object?

3. What things could you do to help someone understand the scientific explanation ?

Experience Reflection- Meaningful Learning Tasks

Consider:

As you make table group introductions, discuss:

What strategies would you use to engage your learners

and make learning more meaningful?

http://www.wordle.net/

• Good Questions (Slide 8)• Three Minute Writing (Slide 9)• Draw Two Names (Slide 10)• Chapter Skim (Slide 11)• Pair Share (Slide 12)• Simon Says for Big Kids (Slide 13)• Big Idea (Slide 14)• Cause/Effect (Slide 15)• History Dice (Slide 16)• My Learning (Slide 19)• It Never Happened (Slide 18)• Fogginess (Slide 19)• Retelling (Slide 20)• Differing Perspectives (Slide 21)• Key Concepts (Slide 22)• Newspaper Headline (Slide 23)• Thought Bubble (Slide 24)• Chalkboard Champs (Slide 25)• Test Questions (Slide 26)• Historical Cartoons (Slide 27)• Biography (Slide 28)• Am I a Ten (Slide 29) • Clio’s History Box (Slide 30 )

• G-SPRITE (Slide 31)• Be Funny (Slide 32)• Connect to Today (Slide 33)• Mini-Drama (Slide 34)• Time liner (Slide 35)• Mental Geo Maps (Slide 36)• Letter to the Principal (Slide 37)• Mind Map (Slide 38)• Meet the Teacher (Slide 39)• Mini-Debate (Slide 40)• Rock, Paper, Scissors (Slide 41) • Trio Trading Cards (Slide 42)• My Tips to the Teacher (Slide 43)• Back to Back Boards (Slide 44)• 5, 4, 3, 2, 1 (Slide 45)• Learning Outcome (Slide 46)• Art History (Slide 47 )• Note-taking Specialist (Slide 48)• Trio Rap (Slide 49)• PSI (Slide 50• Cards Trick (Slide 51)• Exit Pass (Slide 52))

5-Minute Strategies

Formative Assessment Collection

ProcessUsing the resources discussed, you will become the Using the resources discussed, you will become the expert of one formative assessment strategy which expert of one formative assessment strategy which you will teach to your table mates. You will also you will teach to your table mates. You will also share share howhow and and whywhy you would use the strategy with you would use the strategy with your students.your students.

Table mates will learn each of the strategies for your Table mates will learn each of the strategies for your table to the extent that they will be able to teach table to the extent that they will be able to teach them to other groups.them to other groups.

After each table has “learned” their table’s After each table has “learned” their table’s strategies, half of the members will strategies, half of the members will staystay at their own at their own table while the rest of the group will table while the rest of the group will straystray to other to other tables to learn their strategies. Members will tables to learn their strategies. Members will continue to stray until they have collected strategies continue to stray until they have collected strategies from each table to take back and teach to their table from each table to take back and teach to their table mates. mates.

Stay and Stray Method

It is not what you cover, but what your students discover.

Making the LEAP to engaging learners…

Example

W.I.K.I. What I Know Is…

What are formative assessments? How are they What are formative assessments? How are they

different from other forms of assessment?different from other forms of assessment?

There are various types of formative There are various types of formative

assessments to implement in different assessments to implement in different

situations in my classroom.situations in my classroom.

Shared Language Activity