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Formative Assessment

Formative Assessment. Margaret Heritage. Center on Instruction Mathematics Conference December 11, 2008 Long Beach, CA. UCLA Graduate School of Education & Information Studies National Center for Research on Evaluation, Standards, and Student Testing. Overview. What is Formative Assessment?

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Formative Assessment

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  1. Formative Assessment Margaret Heritage Center on Instruction Mathematics Conference December 11, 2008 Long Beach, CA. UCLA Graduate School of Education & Information StudiesNational Center for Research on Evaluation,Standards, and Student Testing

  2. Overview What is Formative Assessment? The Knowledge Base for Formative Assessment A Conceptualization of Formative Assessment in Practice Discussion

  3. Final Report of the National Mathematics Advisory Panel (2008) “Use of formative assessment in mathematics can lead to increased precision in how instructional time is used in class and can assist teachers in identifying specific instructional needs. Formative assessment should be an integral component of instructional practice in mathematics.” (p. 48)

  4. What is Formative Assessment? Assessment that takes place during the course of instruction to shape and refine ongoing teaching and learning. (Assessment Reform Group, 2002; Bell & Cowie, 2001; Black & Wiliam, 1998; OECD, 2005;Sadler, 1989; Shepard, Hammerness, Darling-Hammond, Rust, 2005)

  5. Close the Gap (Sadler, 1989)

  6. Challenging tasks to elicit higher order thinking An on-going process, integrated with instruction Used formatively in support of student learning Expectations visible to students Students active in evaluating their own work Used to evaluate teaching as well as student learning From Shepard, 2000 Reformed Vision of Curriculum All students can learnChallenging subject matter aimed at higher order thinking & problem solving Socialization into the discourse & practices of academic disciplines Authenticity in the relationship between learning in & out of school Fostering of important dispositions and habits of mind Intellectual abilities are socially and culturally developed New learning is shaped by prior knowledge Intelligent thought involves “meta cognition” or self- monitoring of learning and thinking Deep understanding is principled and supports transfer Cognitive & Constructivist Learning Theories Classroom Assessment

  7. What are implications for teacher content knowledge and pedagogical content knowledge of this approach to formative assessment? • How well do current the conceptions of learning teachers have (i.e. standards, scope and sequence, curriculum mapping) support formative assessment practices? • How can validity and reliability be conceptualized in formative assessment? • Is this approach to formative assessment different from progressing monitoring? If so, why? If not, why not? Framing Questions

  8. The Process of Formative Assessment

  9. The Process of Formative Assessment

  10. Discussion What are implications for CK and PCK of this approach to formative assessment? How well do current conceptions of learning support formative assessment practices? How can validity and reliability be conceptualized in formative assessment? Is this approach to formative assessment different from progressing monitoring? If so, why? If not, why not?

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