Transcript Common Formative Assessment for Student Learning

Common Formative Assessment
Inquiry & Action
RESEARCH & EVALUATION
BAKERSFIELD CITY SCHOOL DISTRICT
SEPTEMBER, 2013
Objectives
1. To refine our understanding of formative
assessment as a process.
2. To clarify the steps for developing common
formatives.
Reflection
◦ List the kinds of assessments
you have already used in
your classroom experience
◦Try to list as many specific
examples as you can.
Pair Share
Using that list, think about the consistency
with which we….
◦ Elicit evidence of learning
◦ Immediately adjust instruction when
necessary
◦ Provide student feedback
◦ Collaborate with students around
assessment
Trans
Formative
Assessment
Formative assessment is a planned process of continuously
gathering evidence as the learning unfolds. It is used by teachers
and students during instruction to provide immediate feedback. This
allows for adjustments to improve learning.
CCSSO FAST SCASS Definition (2010)
Transformative Assessment Process Using Vygotsky Zone of Proximal Development (ZPD)
Instructional Adjustment
Specific Feedback
Instruction
Learning Adjustments
Student’s Current
Learning Status
Scaffolding
most
powerful
Formative
Assessment
Outside
the ZPD
Learning
Target
Success
Criteria
Shared with
Students
Adapted from Heritage (2010)
The Power of Common Formatives
One of the most powerful, high-leverage
processes for improving student learning
available to schools is the creation of
frequent, common, high-quality
formative assessments by teachers who
are working collaboratively to help a
group of students develop agreed-upon
knowledge and skills.
Fullan, 2005a; Hargreaves & Fink, 2006; Reeves, 2004; Schmokler,2003; Stiggins, 2005, Learning
By Doing page 55
Four Key Questions of a
Professional Learning Community
•What do we want our students to learn?
•How will we know they have learned it?
•How will we respond when learning did not
take place?
•How do we respond when learning has
already occurred?
What do we want students to know
and be able to do?
Step One: Identify Learning Target(s)
• Learning targets are the skills and concepts paced out in your units that
students must master in order to ensure the common core standards
What do we want students to know
and be able to do?
Step One: Identify Learning Target(s)
oLook across all three Segments to get a broad sense of how the Unit progresses
oNow examine the Segment you are preparing to instruct
oWhich targets are most important within this segment?
oUse the criteria described below to guide your selection:
◦ Endurance – important now and for the future
◦ Leverage – Cross-curricular connections
◦ Readiness – contain prerequisite skills for next grade level
Sample Learning Target
How will we know they have
learned it?
Step Two: Decide How to Assess
◦ Determine the success criteria of the target
◦ What would proficiency look like?
◦ How do we craft my assessment item to align to the criteria?
◦ What format will we use?
◦ Selected Response- multiple choice, matching, true/false
◦ Constructed Response- short answer
◦ Performance Task- multiple tasks (reading, writing, researching, etc.)
◦ How many questions will we use to assess each target?
◦ How and when will we administer the assessment to ensure needed adjustments will
occur immediately?
Sample: Success Criteria
Compare and contrast two individuals, events, or ideas from a historical or science text.
Explain the _____________________________________________
relationship between two of these elements.
_____________________________
Success Criteria
(context: historical or science text)
Describe similarities
Success Criteria
(context: historical or science text)
Describe differences
Identification of all relevant details that Identification of all relevant details that
express the similarities between the two express differences between the two
elements (individuals, events, or ideas) elements (individuals, events, or ideas)
Success Criteria
(context: historical or science text)
Explain those relationships that have
significance
A complete explanation of the
significant relationships between the
two elements with inclusion of
supporting text details.
Sample: Crafting Assessment Items
Text: (Students will be reading or listening to a scientific or historical text)
Question: What is similar
between these two
elements? Include text
details.
Question: What is different
between these two
elements? Include text
details.
Question: Explain the
relationship between these two
elements. Support your answer
with text details.
Element #1
Element #2
Selected Response:
1. How would you explain the relationship between ----- and ------?
A. ------- caused ------ to occur.
B. ------- happened after ----------.
C. ------- happened before --------, but did not cause ---------.
D. -------- created a problem, and ----- - helped provide a solution.
Quick Check for Quality of Common
Formatives
1. Do items elicit evidence of learning you need in
order to diagnose student’s status along the
progression of learning?
2. Do items elicit evidence of learning you need to
take action to increase student learning towards
the end of the Unit expectations?
Objectives
1. To refine our understanding of formative
assessment as a process.
2. To clarify the steps for developing common
formatives.
Wrapping Up
oLearning by doing
oCFA Progress Part II:
• How will we respond when learning did not take place?
• How do we respond when learning has already occurred?
oPrincipals will email your questions to [email protected]