Transcript Formative Assessment

Formative
Assessment
“Stiggins style”
From the work of Jan Chappuis’s Seven
Strategies of Assessment for Learning
Learning targets
After viewing the PowerPoint:
• Teachers will be able to describe the difference
between a formative and summative assessment.
• Teachers will be able to list the five conditions of a
solid formative assessment.
• Teachers will be able to describe the 7 strategies of
Assessment for learning.
Research indicates…
• With proper use, formative assessments can result in
achievement gains in the range of 15-25 percentile
points or 2 to 4 grade equivalents.
What is formative
assessment really?
• Formative refers to what the data is used for, not
necessarily the instrument itself. For something to be
considered formative the data generated must be
used to adjust teaching and learning.
“Where do I go from
here?”
So then, what does
summative mean?
Focus on the use again…if the use is solely for
judgment about level of achievement or
competence it should be considered summative.
Summative assessments are not bad or wrong, they are just not
formative. Labeling a summative assessment as formative will not
produce the large gains in student learning we desire.
The Five conditions
needed for solid
formative assessments
1. The assessment item aligns directly with the
content standards to be measured.
2. All of the items match what has been taught or will
be taught
Conditions continued…
3. Items provide information of sufficient detail to
pinpoint specific problems. Teachers will know
what the problem is and who has the problem.
4. Results are timely for action to occur.
5. Teachers and students take action.
Formative Assessment…
is for teachers and students
Assessment for Learning from
a student’s point of view
Where am I
going?
Where am
I now?
How can I
close the
gap?
These strategies are not new…..
What may be new is the intentional
use of these strategies….
The 7 strategies of
Assessment for Learning
Where am I going?
1. Provide students with a clear and
understandable vision of the
learning target
2. Use models of strong and weak
work
Where am I now?
3. Offer regular and descriptive feedback
4. Teach students to self assess
and set goals
How can I close the gap?
5. Design lessons to focus on one
learning target or aspect of quality at a
time.
6. Teach students focused revision.
7. Engage students in self
reflection and let them keep track
of and share their learning.
In summation
The 7 strategies are not a recipe to
be followed step by step, but
instead a compilation of practices
that when implemented well will
increase students' efficacy and
achievement