Transcript Formative Assessment: What’s the Point?

Formative Assessment:
What’s the Point?
Stephanie Dieker-Blanchard
Science Teacher, Raymore-Peculiar School District
2015 Powerful Learning Conference
Email: [email protected]
What is formative assessment?
O Introduction
Are these formative
assessments?
O Homework
O Quiz
O Project
O Lab
O Class discussion
O “Exit” ticket
O End of unit exam
What is Assessment FOR
Learning?
O Discussion
O Versus Assessment OF
Learning
Assessment for Learning in the
Classroom
O Help students understand
where they are in the
learning process and what
they still need to work on
to improve
Assessment for Learning in the
Classroom
O Reduce emphasis on getting
it right the first time
O Increase emphasis on truly
learning and understanding
Components of Assessment
For Learning
O Clear Learning Targets
O Formative Assessments
O Feedback/Self-Assessment
Clear Learning Targets
O Student-friendly language
O Ask student input on wording
O Define terminology
O Show student work examples
Formative Assessment in the
Classroom
O Formative assessment = “inform”
students AND you of their
progress
O Can be anything throughout the
learning/unit—they do not have
to be formal
Formative Assessment in the
Classroom
O Formative assessments
SUPPORT learning
O Occurs regularly during the
course of study/unit/learning
O Based on learning targets
Important components of
formative assessment
O Springboard for conversations
with students
O Where they are and where they
need to go
O Help facilitate student learning
and adjust teaching
O For both teachers AND students
Important components of
formative assessment
O View formative assessment as a
learning experience, not a gradebased assignment
O Take pressure off students to just get
work done and put focus on
UNDERSTANDING & LEARNING
O It is OKAY to make mistakes while
learning
Starting to use formative
assessment
O Can be easily incorporated into
what you already do
O Does not have to be
formal/written
O You probably already do it
O Make it purposeful & intentional
Technology & Formative
Assessment
O Technology is a great tool to help
support formative assessment
O Google forms
O Socrative
O Kahoot
O Infuse Learning
Descriptive Feedback
O A key component of using
formative assessment effectively
O Focus on the task, not the person
O Include both strengths and what
can be improved upon
O Provided DURING learning
process
Descriptive Feedback
O Feedback may need to include
re-teaching
O Do NOT do the
thinking/corrections for the
student—allow them time to
process and figure out a solution
on their own
Descriptive Feedback
O Written comments
O Brief conversation/dialogue
O Highlighting
O “Coding”
Peer feedback/peer review
How to Use Formative Assessment
for Student Learning
O Student tracking
O Self-assessment
O Goal-setting
O Re-Teaching (where necessary)
Summative Assessment (A of L)
O Assessment OF Learning
O Summative assessments VERIFY learning
O Summative assessments are meant to
formally assess students on what they
have learned
O Occur at the END of learning
O Can be formative…
O For a grade
Questions?
Resources
O Chappuis, J. (2009). Seven strategies of
Assessment for Learning. Boston: Pearson.
O Chappuis, S. & Chappuis, J. (December 2007).
The Best Value in Assessment. Educational
Leadership, 14-19.
O Chappuis, J., Stiggins, R. Chappuis, S. & Arter, J.
(2012). Classroom Assessment for Learning:
Doing It Right—Using it Well. Boston: Pearson
O Marzano, R.J. (2006). Classroom Assessment
and Grading that Work. Alexandria, VA: ACSD.
Resources
O Marzano, R.J. (2010). Formative Assessment and
Standards-Based Grading. Bloomington, IN:
Marzano Research Lab.
O O’Connor, K. (2011). A Repair Kit for Grading: 15
Fixes for Broken Grades. Boston: Pearson.
O Schimmer, T. (2012). Ten Things that Matter from
Assessment to Grading. Toronto: Pearson.
O Black, P. & William, D. (1998). Inside the Black
Box: Raising standards through classroom
assessment. King’s college: London.