Transcript Classroom Formative Assessment (aka Assessment for Learning)

Classroom Formative
Assessment
Session #3
Teacher-Admin Training
David Hall & Sandi Kitts
Feb. 9 & 10/2010
Learning Outcomes
Review
classroom
formative assessment
Improve Learning
1) Curriculum
(Hall & Kitts, 2008)
Student Learning
Outcomes (SLOs)
Clearly identify
desired results
3) Design &
Adjust Instruction
WHAT STUDENTS
WILL LEARN
2) Assessment
& Evaluation
What evidence shows
student understanding
of learning outcomes
Assessment results used to
design & adjust teaching &
learning
Student
HOW TO HELP
STUDENTS LEARN
Learning
HOW WE KNOW
WHAT LEARNING
HAS OCCURRED?
Black & Wiliam, 1998, 2004; Chappuis & Chappuis, 2006, 2008;Hattie & Tipperley, 2007;
Marzano, 2004 & 2006; Sadler, 1989; Stiggins, Arter, Reeves, 2007; Wiggins & McTighe, 2005)
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Improve Learning
1) Curriculum
Student Learning
Outcomes (SLOs)
Clearly identify
desired results
WHAT STUDENTS WILL
LEARN
3) Design &
Adjust Instruction
Unwrapping
SLOs
What evidence shows
student understanding
of learning outcomes
Assessment results used to
design & adjust teaching &
learning
HOW TO HELP
STUDENTS LEARN
Effective Instruction
Strategies
2) Assessment
& Evaluation
Student
Learning
HOW WE KNOW WHAT
LEARNING HAS OCCURRED?
Summative
Evaluation
Formative
Assessment
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Improve Learning
1) Curriculum
Student Learning
Outcomes (SLOs)
Clearly identify
desired results
WHAT STUDENTS WILL
LEARN
3) Design &
Adjust Instruction
Assessment results used to
design & adjust teaching &
learning
HOW TO HELP
STUDENTS LEARN
Effective Instruction
Strategies
•Marzano 9
•U by D
•DI + RtI
•Bloom’s
•Digital
•Data
Cycle
Process
Unwrapping
SLOs
2) Assessment
& Evaluation
•User-friendly
•Essential
What evidence shows
student understanding
of learning outcomes
Student
Learning
HOW WE KNOW WHAT
LEARNING HAS OCCURRED?
Summative
Evaluation
• Large Scale
Evaluations
•Grading
Formative
Assessment
•Classroom
AFL
Strategies
•A & E Menu of Options
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What’s the Difference?
Formative Assessment
What is it?
Purpose
Frequency
So What?
Summative Evaluation
All classroom assessment
is not intended
to be a labelling process,
it is intended
to contribute to & ultimately
improve student learning &
teaching
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What is Classroom Formative Assessment?
How do I
close
the gap?
1. SLOs –
drive
classroom
learning
7. Track,
Monitor, SelfReflect &
Report
Learning
6. Focused
Revision
Where am I
going?
2.
Understand
what quality
work looks
like
Classroom
Formative
Assessment
5. Check
learning to
assess gaps
4. Self-assess
& set goals
3. Use regular
descriptive
feedback
Where am
I now?
Black & Wiliam (1998, 2004)
 Video
Clip #1
Assessment for Learning
Summarize in a sentence
 Video
Clip #2
Classroom Formative Assessment
Summarize in a sentence
Research Matters
Black & Wiliam (1998, 2004)
World-wide meta-analysis of research literature
Achievement
 Rivals
 4-5
gain equals 2-5 grade equivalents
one-to-one tutoring
times greater-reduced class size effect
 Biggest
gains are for lowest achievers
10
“We know of no other
school improvement
intervention that can claim
effects of this nature or
size”
(Chappuis, Stiggins, Arter, Chappuis, 2005, p. 39)
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Importance of Formative Assessment
 Without
formative assessment, learning is
focused on teaching & summative evaluation
 Start
where students are at
 Action
follows:
what to teach
what students will do
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How do Teachers do Formative
Assessment?
 Check/note
what you already do
in your classroom that is
formative assessment (slide 8)?
 How
do teachers link item #1
(SLOs) to item #2 with students?
Review Learning Outcomes
Review classroom
formative assessment
