understanding the role of formative assessment in planning instruction beth estill
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Understanding the Role of Understanding the Role of Formative Assessment in Formative Assessment in
Planning InstructionPlanning Instruction
Understanding the Role of Understanding the Role of Formative Assessment in Formative Assessment in
Planning InstructionPlanning InstructionBeth Estill Beth Estill
Formative Assessment: Definition by W. James Popham
“Formative Assessment is a planned process in which assessment-elicited evidence of students’ status is used
by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning
tactics.”
What does it mean? Formative assessment is a process, not a particular test. It is used by both teachers and students. Formative assessment takes place during instruction. It provides assessment-based feedback to teachers and students. The purpose of the feedback is to help teachers and students make
adjustments that will improve students’ achievement. W. James Popham; 2008
Making the Most of Formative Assessments
Develop learning progressions as the framework.
Identify intended learning target and the necessary subskills or building blocks.
Plan formative assessments of subskills before proceeding to the next building block in the learning progression.
W. James Popham; 2008
Creating a Learning Progression
1. Identify the intended learning target. Develop a complete and thorough understanding.
Example:
Nonfiction: The students will be able to identify the main idea of a piece of nonfiction text.
2. Identify the building blocks needed to acquire the learning target.
Look at specific grade level information on the Standards of Learning.
Creating a Learning Progression
Creating a Learning Progression
3. Determine how each building block will be assessed; both formal and or informal to determine mastery.
Creating a Learning Progression
4. Arrange all building blocks in an instructionally sound sequence.
Nonfiction Learning Progression
Specific Learning Target: Identify main idea sentence/summary sentence for particular piece of text
How is nonfiction organized?
Topic
Main Idea/Heading
Details
Main Idea Statement/Summary Statement
• Identify and explain the purpose of the text features
• Identify information presented in the text feature
• Understand how text and text features support each other
• Determine Importance in Text: Develop criteria questions; analyze text
• Understand categories (Understand text is organized by similar attributes/characteristics)
• Identify information that is RIGHT THERE in the text and information that is INFERRED
Building Blocks
• Identify a topic based on details; identify two main ideas (Headings) for each set of cards
– Create a main idea sentence based on sorted details
• Identify details that support a heading/main idea
• Skim to locate details
• Manipulate sentence strips to differentiate details from a main idea sentence
• Identify headings or main idea for specific pieces of text
Intended Learning Target: Identify the main idea or summary statement for nonfiction text
Building Blocks
Let’s Look at Some Building Block
Examples
Identify Text Features Text Feature Mat Scavenger Hunt Mix and Match: FORMATIVE ASSESSMENT
INSTRUCTION
Information Learned from Nonfiction Text
Features
Determine Importance in Nonfiction Text
Sorting Important Information
Reading to Locate Important Information
Sorting Details to Write the Main Idea
Identify Details that Support a Heading and
Main Idea
Summative Assessment
Final Thoughts . . .Why are learning progressions so pivotal in the successful
implementation of formative assessment?
They are the backdrop against which teachers and students can determine when to collect what sort of evidence regarding students' learning.
They provide a framework that helps teachers identify appropriate adjustment-decision points as well as the kinds of en route assessment evidence they need.
Bibliography
W. James Popham; Transformative Assessment; 2008
W. James Popham; Transformative Assessment in Action; 2011
Reference within this presentation to any specific
commercial or non-commercial product, process, or service
by trade name, trade mark, manufacturer or otherwise does
not constitute or imply an endorsement, recommendation,
or favoring by the Virginia Department of Education.
Beth [email protected]