Transcript Formative Assessment - Mathematical sciences

Formative Assessment
Debbie Owens
Kathy Strunk
AMSP
University of Kentucky
AMSP
University of Tennessee
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Activity #1 - Brainstorm
• Why do you assess your students?
• How do you currently assess your
students?
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Session Target Goals
Participants will:
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articulate the differences between formative &
summative assessment
•
recognize the impact of effective formative
assessment
•
describe and provide examples of how to effectively
use the five keys to quality assessment
•
use three guiding questions to ensure that students
are informed and involved in the assessment
process
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Activity #2 - Card Sort
• Prepare a chart with two columns,
label one column “Formative” and
the other column “Summative”
• Sort the cards and place each one
under the most appropriate heading
in your chart
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PART ONE
Engage
Explore
Explain
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Activity #3 - Magnets
• Work in groups of 4
• Three people are students and will
complete the activity.
• One person (the teacher) is
responsible for assessing student
learning.
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Magnet Instructions
• Set up the materials as shown.
• Determine the relationship between
the number of weights and the
number of magnets.
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Teachers ????
• What do your students know?
• How did you find out what they
know?
• What’s your evidence?
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Students ????
• What did you learn?
• How do you know?
• What feedback would you like from
the teacher?
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FIVE KEYS
TO
QUALITY
ASSESSMENT
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Why assess students?
•To gather evidence of student
learning
•To inform instruction
•To motivate students and
increase student achievement
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Identify the Purpose
Who will use it?
How will it be used?
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What do I want them to know?
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Clarify the Targets
Deconstruct standards
Are they clear to the students?
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PART TWO
Elaborate / Extend
Evaluate
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Demonstration
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Three Guiding Questions
#1
Where am I going?
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FIVE KEYS
TO
QUALITY
ASSESSMENT
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The Five Keys So Far…
Identify the Purpose
Clarify the Target
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How Will I Know
When They Know It?
•
What method should I choose?
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Is it written well?
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Is the sample size appropriate?
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Are there sources of bias in it?
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Use Sound Design
Method?
Sample?
Quality?
Bias?
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Activity #4 - Temperature
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Discuss Activity
Clarify Targets
Prediction
Demonstration
Feedback
Corrections
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Provide Effective Feedback
The best feedback is:
Descriptive
Specific
Relevant
Timely
Empowering
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Three Guiding Questions
#2 - Where am I now?
#3 - How do I close the gap?
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Activity #5 - Floating
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Prediction
Demonstration
Clarify Purpose and Targets
Partner Exploration
Feedback
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Think/Pair/Share
• How effective were you at giving
feedback?
• What could you do differently to
make it more effective?
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Involve Students
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Peer Assessment
•
Self-assessment
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??? to ask before assessing
• Why am I assessing?
• What do I want my students to
know?
• How will I find out if they know it?
• How will I communicate the results
of my assessment?
• Who should be involved?
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In Other Words
• Clarify your purpose.
• Define your target goals.
• Design your plan - what tool(s) will I
use to determine if students have
met the goals?
• Provide feedback to encourage
learning (Do No Harm!)
• Involve students in their own
assessment.
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The 5 Keys and the Guiding Questions
Identify the Purpose
Clarify the Targets
Where am I going?
Use a Sound Design
Where am I now?
Provide Effective Feedback
How do I get there?
Involve Students
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Shifts in Assessment
From assessing to
learn what students do
not know
To assessing to learn
what students
understand
From using results to
calculate grades
To using results to
inform instruction
From end-of-term
assessments by
teachers
To students engaged in
ongoing assessment of
their work and others
From judgmental
feedback that may
harm student
motivation
To descriptive feedback
that empowers and
motivates students
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Why these shifts in
assessment?
A change in the mission of schools:
– A shift from a focus on sorting and ranking
students to a focus on leaving no child behind.
A strong research base:
– Evidence of the substantial impact on
student achievement
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“Change focus from what you put
into it, to what students get out of
it.”
Dylan Wiliam
“Formative Assessment evolves
through continual action research
– it is not another initiative.”
Shirley Clarke
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SELF-EVALUATION
• Follow the directions on the
handout “Determining Where I am
Now”
• Record your Ratings for #1-9 on the
separate answer sheet
• Wait for directions from a facilitator
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Professional Development Basics
• Change begins with disequilibrium.
• Teacher networks can be powerful.
• Teachers need proof that it works in the classroom.
• Understanding deepens when the teacher experiences it
in a real context.
• Innovation is risky.
• Schools that promote effective professional development
also encourage experimentation.
• Change without reflection is often shallow and
incompetent.
Adapted from Classroom Assessment and the National Science Education Standards
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