Transcript FORMATIVE ASSESSMENT Not just a test…

FORMATIVE ASSESSMENT
Not just a test…
Assessment for the Assigned
Article
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Complete the test questions on the next
slide.
Work individually.
Leave no answers blank.
You have 5 minutes.
Begin….
Test Questions for Assessment
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1. What was the old mission of schools?
2. Under this mission, what was used to
motivate students?
3. What is the driving force for students under
the new mission of schools?
4. What are 3 keys mentioned in the article to
guide learning at the classroom level?
5. In a one sentence summary, how has the
mission of schools changed?
Answers for Test Questions
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1. The school’s responsibility was to provide the
opportunity to learn.
2. Assessments (final exams, pop quizzes) and
threat of low or failing report card grades
were used to motivate students.
3. All students must come to believe that they
can succeed at learning if they try.
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4. Three keys to guide learning are:
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1) testing more frequently at the summative level, then
using summative assessments in a formative way
2) using data to make instructional decisions
3) using many different assessment methods to provide
ongoing evidence and evaluation of student progress
toward mastery of the knowledge and skills
students need to know.
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5. The mission of schools has changed from an
achievement continuum that was ultimately
reflected in each student’s rank in class upon
graduation to one that ensures that all students
learn to specified standards and are able to
achieve maximum success.
The Old Mission and The New
Mission
In your table groups, take five minutes to
discuss the power struggle between the old
mission and the new mission of schools
according to the article.
A Closer Look
FORMATIVE ASSESSMENTS
Assessments for learning that measure a few things
frequently
They inform teachers of the effectiveness of their practice
They identify which students have learned the skill
They advance and motivate rather than just check on
student understanding
A Quick Nod to Christian Gloade
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“…don’t say you are going to grade a
Formative Assessment in Canada, or you
will have things thrown at you.”
Kay Burke,
“How to Design High Quality Assessments”,
Oct., 2010
Summative Assessments
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Given to determine at a particular point and
time what students know and don’t know.
They are an accountability measure that is
generally used as a part of the grading
process.
Happen too far down to provide information to
make instructional adjustments and
interventions.
Protocol for Using Common
Assessments
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Step 1: Pacing Guides
Step 2: Instructional Materials and
Arrangements
Step 3: Common Assessments
Step 4: Consensus Scoring and Item
Analysis
Step 5: Revising Pacing Guides, Assessments,
Re-teaching and Forming Intervention
Groups
WORKING WITHIN YOUR COLLABORATIVE
TEAMS IS KEY!
Common Assessment
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Look at the Common Assessment
created by your collaborative team.
Does it…
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measure the understanding of the
specific standard or content taught?
use the language of the standard?
give the opportunity for feedback?
provide students the opportunity to
own their learning?
Reality Check
Formative Assessments ARE…
Summative Assessments ARE…
FOR Learning
OF Learning
Like a physical exam
Like an autopsy
Results with time to intervene
It’s over…Remediate
Not graded…but feedback is
provided
Graded
Promote/Support Learning
Judge Learning
Informal Formative
Assessment
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Occurs on a daily basis
Multiple times during the lesson
Immediate feedback of learning
Immediate lesson refocus
Keeps goals and objectives at the
center of the lesson or activity
Informal
Types of Assessment Strategies
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Summaries and Reflections Students stop and reflect, make sense of what
they have heard or read, derive personal
meaning from their learning experiences,
and/or increase their metacognitive skills.
These require that students use contentspecific language.
Other Types of Assessment Strategies
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Lists, Charts, and Graphic Organizers Students will organize information, make
connections, and note relationships through
the use of various graphic organizers.
Visual Representations of Information Students will use both words and pictures to
make connections and increase memory,
facilitating retrieval of information later on.
This "dual coding" helps teachers address
classroom diversity, preferences in learning
style, and different ways of "knowing."
Exit Cards
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One of the easiest informal formative
assessments is the Exit Card. Exit Cards are
index cards (or sticky notes) that students
hand to you, deposit in a box, or post on the
door as they leave your classroom. On the Exit
Card, your students have written their names
and have responded to a question, solved a
problem, or summarized their understanding
after a particular learning experience.
Exit Cards, Cont.
In a few short minutes, you can read the
responses, sort them into groups (students
who have not yet mastered the skill, students
who are ready to apply the skill, students who
are ready to go ahead or to go deeper), and
use the data to inform the next day's
instruction.
The Write About Summary
Strategy
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At the end of your lesson, provide a Write
About sheet to students.
Model for the class how you would complete a
Write About. Depending upon your students,
you may need to model several times.
Brainstorm key words and draw a picture to
represent the main idea.
Demonstrate how to write a summary using
the key words on the list. Show students how
you check off the terms as you use them and
circle them in your writing.
Let partners talk and complete a Write About
together.
Write About Strategy, cont.
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After a few practice opportunities with a
partner, students should be ready to complete
a Write About on their own.
Collect this assessment and provide feedback
to students. Provide a simple check or checkplus to indicate the individual's level of
mastery.
Write About, Cont.
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Share with your class what a check or checkplus means. (A check means that you
understand most of the terms and ideas, but
still have to master others. Please notice any
circles, question marks, or questions that I
have written on your paper to help guide your
next steps in learning.)
Plan your instruction for the next day so that it
fills any gaps in class understanding and/or
includes flexible grouping for a follow-up
tiered activity.
Tips for Tiering
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To support struggling learners:
Duplicate the Write About template with
the vocabulary terms already printed on
it.
Keeping Data
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One way to keep track of the data is to
use a class list. On this sheet, you can
note specific skills and record how each
student is doing. You can use a system
of check-minus, check, and check-plus
or the numbers 4, 3, 2, 1 to indicate
student proficiency with the skill.
How to Use the Data
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Thomas R. Guskey suggests that for assessments to
become an integral part of the instructional process,
teachers need to change their approach in three
important ways. They must "1) use assessments as
sources of information for both students and
teachers, 2) follow assessments with high-quality
corrective instruction, and 3) give students second
chances to demonstrate success" (2007).
Re-teaching
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Corrective instruction designed to help students must
present concepts in new ways and engage students
in different learning experiences that are more
appropriate for them.
(Guskey, 2007/2008).
What Next?
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“Tiering” your activities for two or three levels of
learners is usually what is called for after a review of
assessment data. Be prepared to provide both
corrective activities and enrichment activities for
those who need them.
Common Formative
Assessment
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Requires collaboration and an understanding
of core (power standards)
More efficient
More equitable for students
Builds common data and responsibility of
student learning
Facilitates a collective and systematic
response to students who are having difficulty
UNPACKING THE
STANDARDS
Common Formative Assessments and
Summative Assessments MUST begin with
an understanding of the standards!
Alignment….Is KEY!
What have we learned…
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Formative Assessments are FOR learning
Summative Assessments are OF learning
Informal Formative Assessments happen daily
Summative Assessments occur at the end
Unpacking standards and Common Formative
Assessments go hand-in-hand
Think About It
Formative assessments lead to…
INTERVENTION
Summative assessments lead to…
REMEDIATION
The more we formatively assess students,
the less we have to remediate!
Bibliography
Dodge, Judith. 25 Quick Formative Assessments for a
Differentiated Classroom
DuFour, Richard, Rebecca DuFour, Robert Eaker, and
Thomas Many. Learning by Doing. 1st ed.
Bloomington, IN: Solution Tree, 2006. Print.
Garrison, Catherine and Ehringhaus, Michael. Formative
and Summative Assessments in the Classroom