Formative Assessments

1. Formative Assessments Tina Keller MidwesternIntermediate Unit May 5, 2010

2. Welcome!!

3. Group Norms • Be a learner—be open to new ideas. • Respect others—listen to understand. • Ask questions—seek clarification. • Keep things confidential within the group. • Have fun!

4. Great Formative AssessmentResources

5. Please Access our Session Wiki Page http://formativeassessmentworkshop.wikispaces.com Click on the LINKS tab

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13. Session Target Goals Participants will: • articulate the differences between formative & summative assessment • Identify strategies that could be used during pre-learning assessment, assessment during learning & assessments after learning • recognize the impact of effective formative assessment • list three formative assessment techniques that they plan to use in their classroom based upon the lesson plan that they provided.

14. Traffic Light Read the Formative Assessment Target Goals posted on the easel sheets throughout the room. • Place a green dot on the left side of the easel sheet for any goals that you feel you have already mastered. • Place a yellow dot on the leftside of the easel sheet for any goals that you know something about but have not yet mastered. • Place a reddot on the left side of the easel sheet for any goals that you have either never heard of or that you know virtually nothing about.

15. How do we assess students? Formative Assessment Assessment for Learning Summative Assessment Assessment of Learning

16. Card Sort • Use the large label cards to create the headings for two columns - one for “Formative Assessment” and one for “Summative Assessment” • Sort the cards and place each one under the most appropriate heading in your chart

17. Formative Assessment Summative Assessment

18. Assessment for Learning Assessment of Learning

19. Do you feel that you understand the difference between formative and summative assessments? Windshield Checks are useful during a lesson or unit of study to check for understanding.CLEAR( Hold up 1 finger)= I get it! BUGS(Hold up 2 fingers) = I get it for the most part, but some things are still unclear. MUD (Hold up 3 fingers)= I still don’t get it!

20. What is Formative Assessment? Numbered Heads Together

21. What is Formative Assessment?(Definitions from the experts) “… often means no more than that the assessment is carried out frequently and is planned at the same time as teaching.” (Black and Wiliam, 1999) “…is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes.” State Collaborative on Assessment and Student Standards (SCASS), 2006 “…is a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics.” (James Popham)

22. Formative Assessment • Formative--Helps to form or mold the learner (beginning teacher) and the learning • Informs the learner (beginning teacher) and the teacher (mentor teacher) • Is not done to the learner, but is done by the learner and the teacher—collaboratively • Helps to focus future learning targets and strategies

23. WhatDoes the Research Say? In a researched review based on 250 empirical students of classroom assessment that had been drawn from more than 680 published investigations, Paul Black and Dylan Wiliam concluded: “The research reported here shows conclusively that formative assessment does improve learning.” (Assessment in Education, 1998)

24. WhatDoes the Research Say? Mazano, CAGTW, pgs 5-6

25. Article Review Even Tables choose an even numbered article, Odd Tables choose an odd numbered article. Each table should read the same article Choose a card from the baggie on your table. Every five minutes I will say stop. At that point, using a whip around technique, everyone will complete the phrase his/her card with the information learned thus far in the article. Participants may switch cards if they like, or keep their original card. This will continue every five minutes. Be prepared to share one concept/idea that was discussed at our table

26. Sharing Out

27. Revise your original definition based on the article.

28. Assessment is not Grading

29. The Old Way of Connecting Data to Learning 1. What is the next chapter in the book? 2. How much content do I need to cover?

30. New Way of Connecting Data to Learning The new questions are the following: 1. What should my students know and be able to do? 2. How will I know they “get it”? 3. What strategies should I use to motivate my students to learn? 4. What learning processes will I teach? 5. Given what I know about my students, what strategies, materials, grouping, and amount of time may result in the greatest learning? 6. What will I do if that doesn’t work? Gregory, G. and Kuzmich, L. (2004). Data Drive Differentiation in theStandards-Based Classroom. Corwin Press.

31. Clarifying Learning Targets What is it I want my students to understand and be able to do? How will I know when they understand and can do those things? What instructional activities will best teach my students these things? Knowing what is to be learned is the starting point! (Backward Design)

32. View Video: Formative Assessment in the Content Areas Count off by 3s

33. #1 will conduct a chat about key ideas from the video #2 will complete the My Top Ten List #3 will complete the One Minute Paper

34. Cover it Live

35. Sharing Meeting in groups of three(One person from each previous activity) discuss the following: 1. Describe your formative assessment technique, what you liked/disliked. How could you use this in your classroom? 2. Discuss the content of the video. What techniques were new to you? What techniques have you already used in your classroom?

36. How to Answer the Three Guiding Questions Seven Strategies of Formative Assessment

37. Shifts in Assessment From assessing to learn what students do not know From using results to calculate grades From end-of-term assessments by teachers From judgmental feedback that may harm student motivation To assessing to learn what students understand To using results to inform instruction To students engaged in ongoing assessment of their work and others To descriptive feedback that empowers and motivates students

38. 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

39. Formative AssessmentStrategies Each table reads/skims their corresponding chapter. -Informally Discuss/Complete the strategy chart in your training materials section of your binder. -Create a poster answering the following questions 1. What new insight did you gain from this chapter? 2. What were three key ideas/strategies of your chapter?

40. Conduct a GalleryWalk • Take a stack of post-it notes and begin to rotatearound the room, reading the posters and leavingcomments. Pleaseleaveat least one comment on each poster. • Once you have made your rounds, have a seat. • The original group will look over the feedback and share a two minute summary of theirchapterwith the whole group.

41. Speedometer of Understanding Did the gallery walk help you gain greater insight into formative assessment?

42. ASSESSMENT PROCESS Pre – Learning Post Learning Used Formatively During Learning

43. Pre-Learning

44. a way to determine what students know about a topic before it is taught. It should be used : • regularly in all curricular areas • to make instructional decisions about student strengths and needs • to determine flexible grouping patterns • to determine which students are ready for advance instruction Pre-assessment:

45. When teaching with high achievement as a goal, one important aspect of assessing learners is finding out what the students already know.  This knowledge is based on their prior learning and experiences.  By doing a pre-assessment of knowledge, teachers can plan curriculum and designs instruction to meet the needs of the total class as well as individuals.

46. Pre-Learning Assessment Strategies

47. Pre-Assessment Strategies Graph Me/Vocabulary Terms Knowledge Rating Chart Squaring Off/Four Corners Boxing Yes/No Cards Graffiti Wall Learning Probes

48. Knowledge Rating Chart Example of Pre-assessment Readiness • I’ve never heard of this before • I’ve heard of this, but I am not sure how it works • I know about this and how to use ____ Direct Object ____ Direct Object Pronoun ____ Indirect Object ____ Indirect Object Pronoun ____ Object of Preposition ____ Adjective ____ Interrogative Adjective

50. Your Turn to be Pre-Assessed Odd Numbered Tables will : Create your own Graffiti Wall at your table Even Numbered Tables will: Go to the following website and complete an online graffiti wall http://www.wallwisher.com/wall/assessmentduring How do you assess during the instruction?