1 / 13

Common Formative Assessments

The Power of…. Common Formative Assessments. The Power of Common Assessment.

hisoki
Télécharger la présentation

Common Formative Assessments

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Power of… Common Formative Assessments

  2. The Power of Common Assessment “One of the most powerful, high-leverage strategies for improving student learning available to schools is the creation of frequent, common, high-quality formative assessments by teachers who are working collaboratively to help a group of students develop agreed-upon knowledge and skills” • Fullan, 2005a; Hargreaves & Fink, 2006; Reeves, 2004; Schmokler,2003; Stiggins, 2005, Learning By Doing page 55

  3. Why Common Assessments? • Efficiency 2 Equity & Fairness 3. Effective Monitoring 4. Inform teacher Practice 5 Develop Team Capacity 6. Collective Response

  4. Steps for Developing CFAs • Examine pacing guide-determine logical time to administer an common formative assessment • Determine power standards/essential learning targets to be assessed • Determine what method would be the best for assessing the identified standards/learning targets • Create assessment • Determine what is proficient 6. Develop guidelines for administering assessment 7. Score the assessment 8. Compiling the results

  5. Steps 1 and 2 • Start with pacing guide • Determine power standards/essential learning targets to be assessed -Use your pacing guide and unwrapped standards to determine what is to be assessed -Revisit your unwrapped standard(s)

  6. Step 3 3. Determine what method would be the best for assessing the identified standards/learning targets -Knowing, Doing, Going Beyond -Format of assessment (selected response, constructed response, product or performance) -Don’t have to start from scratch!!!!

  7. Step 4 4. Create assessment -Ensure alignment between unwrapped standard and assessment -Working smart -Using current resources -Combining pieces to make it work -Use of expert work DON”T KILL YOURSELVES!!!!

  8. Steps 5 • What is proficient? • Needs to be determined in advance of giving the assessment • In a standards-based system, students are not assessed in comparison to each other but to meeting the skills and knowledge embedded in the standards • Scoring needs to be determined to guide future instruction

  9. What is proficient? • Based on the standard you unpacked, how would you determine what is proficient in this assessment?

  10. Step 6 • Uniform administration of assessment • Team needs to articulate guidelines for how to uniformly administer assessment • Common time frame • Common directions • Common agreement on level of teacher assistance Apples or oranges but not both

  11. CFA Rubric • Alignment to Standards • Scoring • Administration • Formative

  12. Step 7 • Score the assessment. • This can be done as a team or independently depending on the assessment. • Make sure you use the team’s definition of proficiency when scoring the assessment.

  13. Step 8 • Compiling the results • Examples of ways to compile results for team discussion • Examples of ways to share results with students

More Related