Formative Assessment

Formative Assessment Troy Area Junior/Senior High School Sue Shipman, Principal

1.2 Clear Learning objectives • In student language • Exit Ticket • LEQ

1.3 What are the students learning? • Mini White Boards (1.3.2) • No Hands Up (1.3.2) • LFS • Graphic Organizers • Extended Thinking: • Comparing/Contrasting • Classifying/Categorizing • Constructing Support • Abstracting

1.3 No Hands up • By putting each student’s name on a popsicle stick, I was able to randomly call on students when I asked a question during a lesson. Students were only allowed to raise their hands if they had a question. This technique helps the teacher find out what students are learning.

1.4 Feedback techniques • Find and Fix • Margin Marking • Mastery Marking • LFS: • Error Analysis

1.4.1 Find and Fix • We used the “Find and Fix” strategy for a unit assessment in our General Keystone Science class. We used this strategy with approximately 50 students. After students completed their test, the test was graded with no markings on each page. The number of incorrect answers were listed on the bottom of each page. Students were then given their test back for the find and fix portion of their exam. When completed the test were graded on their new answers.

1.4.1 Find and Fix Implementation Students were given an opportunity to find and fix each page of the exam. Adaptations: Some questions were read to learning support students by learning support teacher.

1.4.1 Find and Fix Pros Cons Better prepared students were able to recognize their mistakes easier. Most students were engaged in the learning process. In some cases, students seemed more interested in finding their mistakes than they were in taking the initial test. About 80% of students increased their grade. Lower level students were less likely to try and fix answers. Some students were satisfied with initial results and didn’t fix answers. A hand full of students scored less on corrected test.

1.4.1 Find and Fix Positive Impact of Student Learning Student Feedback 80% of the students had improved test scores. A few students improved their scores significantly, up to as much as 20% in some cases. When asked, most of the students found the strategy to be beneficial. Most grades improved. It was agreed that it allowed them an opportunity to review and correct some “silly” mistakes. They took it more serious because it allowed them an opportunity to improve their grade.

1.4.1 Find and Fix • Yes! • An effective way for students to incorporate self-assessment strategies along with incorporating successful feedback strategies.

1.5 Student responsibility of learning • Recognize where students are in acquisition • Decide where students need to go • Close the gap • Carousels • Pre-flight Checklist • Homework Help Board • Best Composite Answers • Two Stars and a Wish • LFS: • KWL • Think Pair Share • Ink Pair Share

1.6 Hinge Question • Critical Understanding • Midway Through Lesson • Quick Q and A • Exit Ticket, (Gots and Needs) • LFS • LEQ • Assessment Prompts

1.8 Action Plan for Students • Concept List • Gots and Needs (1.8.1) • Homework Help Board (1.5.2, 1.8.1) • LFS • Activating Strategies • Vocabulary

1.5 Homework Help Board Students marked a tally next to the number of the problem from the homework assignment that they needed help with as they walked in. This allowed me to see where the issues with the homework were.

Formative Assessment