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2. Utilizing Effective Formative Assessment in Secondary English Classes Jill Nogueras & Emily Stains

3. From VDOE Background The move away from multiple choice assessments further emphasizes the need for various ways to evaluate each student's knowledge, application of knowledge, critical thinking, and skills related to the Standards of Learning. Ideally English Language Arts teachers will work with other content teachers to create integrated assessments to include multiple subject areas. Comprehensive assessment involves every aspect of student learning and promotes student accountability for learning, student self-reflection, and presentation skills. The National Council of Teachers of English (NCTE) Assessment Task Force, in their report Formative Assessment That Truly Informs Instruction, makes the case that good formative assessment, among other key factors, "includes feedback that is non-evaluative, specific, timely, and related to the learning goals, and that provides opportunities for the student to revise and improve work products and deepen understandings." Authentic assessment involves students as an integral part of the assessment process; it is NOT something we DO to them. Cross-curricular assessment conversations create opportunities for teachers to think and work as facilitators of student learning and thus limit the practice of “item teaching.”

4. Formative vs. Summative Assessment Formative *Informs instruction *On-going *Occurs throughout the unit of study *Used to reteach a concept *Quick check-in to monitor student progress *Identifies skills *Provides instant feedback *Students can take ownership of their learning Summative *Culminating assessment *Occurs at the end of learning *Teacher can’t monitor progress/student learning until the end of the unit/instruction *One-size-fits-all model *Provides only one data point *Interrupts instruction *Provides little student engagement in his/her learning

5. From NCTE “Fostering High-Quality Formative Assessment”NCTE

6. Daily Formative Assessment Cycle

7. from Strategies that Work- Harvey Formative assessment informs us about: 1.Our students’ learning and progress. By looking carefully at our kids’ work and listening to their words and thoughts, we derive an authentic understanding of how they are doing and what they have learned or have not learned. 2.Past instruction. What kids learn depends on how well we have taught it…we need to redesign our lessons keeping in mind what we have learned from our kids and letting that information guide our instruction. 3.Future instruction. Responsive teaching and assessment go hand in hand. Based on what we see in students’ work…we design subsequent instruction that is tailored to what they need. pg. 39

9. Before Reading

10. Word Splash Citation: When Kids Can’t Read- Kylene Beers Description: Make predictions about a text based on words and phrases from the text. Rationale: Why is this an effective practice? It allows the teacher to see if students are able to make reasonable predictions and it gives the teacher an idea of the background information and schema they bring to a new text. Tips for Application: This is a great strategy to use beforereading. Technology Ideas: Wordle, Padlet

12. Classroom Carousels Citation: Total Participation Techniques Description: A teacher has pre-selected visuals and/or text that coordinate with an upcoming text. Students move throughout the room and make predictions about the text and its themes via prior knowledge. Students will read the text; then, they can go through the carousel again to check their predictions. Rationale: Making connections before and after reading are foundational for all readers. By establishing these connections, students have a clearer understanding of how literature connects to a universal experience. Tips for Application: Excellent strategy to use before and afterstudents are done reading an article, short story, poem, or novel. Technology Suggestion:Google Docs

13. Entrance/Exit Slips Citation: University of Richmond Description: Entrance and exit slips are quick introductions and closures to a lesson to gauge student understanding. Rationale: This formative assessment is used to initially spark student’s background knowledge on a topic prior to reading or is used to extend a textt o a student’s experience after reading. Tips for Application: Excellent strategy to use before andafter students are done reading an article, short story, poem, or novel. Technology Suggestion: Poll Everywhere/Wallwisher/Twitter

14. During Reading

15. Most Important Word Citation: When Kids Can’t Read by Kylene Beers Description: This is a quick way to determine how a student evaluated a text. They are asked to pick the most important word from the reading and explain its’ importance to the teacher. Rationale: Why is this an effective practice? It allows the teacher to get a quick read on a student’s understanding of text and allows for a solid discussion of the chosen word. Tips for Application: This is a great strategy to use during or after reading.

17. It Says, I Say, and So Citation: When Kids Can’t Read by Kylene Beers Description: Use this visual scaffold to help students work through complex text. Rationale: Why is this an effective practice? This allows teachers to comprehend what students take from a text, what questions they ask, and what connections they make. Tips for Application: This is a great strategy to use during and after reading.

19. Thick and Thin Questions Citation: Strategies that Work by Stephanie Harvey Description: Students write thick questions (I wonder…? Why? How come?) and thin questions (simple yes, no, clarification questions) to demonstrate their processing and comprehension while reading. Rationale: This is a great way for teachers to assess student understanding DURING their reading. Tips for Success: Use sticky notes for thick questions and tabs for thin questions. Technology Suggestions: Padlet, TitanPad, BackChannel Chat

21. After Reading

22. Scales Citation: When Kids Can’t Read by Kylene Beers Description: Utilize likert scales and semantic differential scales to demonstrate understanding of text and the ability to analyze text. Rationale: This will immediately show the teacher whether or not a student understood a written piece. It will show when there is a breakdown in understanding before a student is in too deep. Tips for Application: Excellent strategy to use after students have read a selection or excerpt. Technology Suggestions: Poll Everywhere, Nearpod, Scattervox

24. 3x5 Summarization Citation: Northern Arizona University (Lists a variety of formative assessments in detail) Description: Summarize the reading by adding different levels of detail (one in 10-15 words, one in 35-50 words, one in 75-100 words) Rationale: Why is this an effective practice? Summarizing is an important tool for a student’s wheelhouse and can clearly show teachers how much of a concept or reading students are internalizing. Tips for Application: Excellent strategy to use after students are done reading an article, short story, poem, or novel.

25. Sample 3x5 “High School Training Ground” TedTalks Summarize the poem in 10-15 words.

26. Creating a Visual Citation: 25 Quick Assessments for the Differentiated Classroom by Judith Dodge Description: Students re-create visually one scene or important point of a story, poem, or article and provide a justification via written expression or explanation Rationale: This is another way for students to extend their learning above and beyond an essay or summative assessment. Students have to engage with the material creatively to express similar themes/concepts as the reading. Tips for Application: Excellent strategy to use after students are done reading an article, short story, poem, or novel. Technology Suggestion: Conceptboard

27. Whiteboard Splash Citation: NWEA Description: Students all record their answers on the whiteboard at the same time when the teacher poses a question. Rationale: This is an easy way for every student to be involved and for the teacher to have 100% participation. It alleviates much of the fear of being “called on” and each student has the opportunity for their voice to be heard in the “discussion.” Tips for Application: Excellent strategy to use before, during, or after students are done reading an article, short story, poem, or novel.

28. Extension Projects Citation: NCTE Description: These projects can be used as an alternative to the traditional book report to encourage more student engagement and participation. Rationale: These extension projects encourage students to engage with the material in a more creative way that aligns more to their interests. Projects can be adapted based on each student’s excitement in activities outside the classroom. This is a way to connect their personal interests to their educational learning. Tips for Application: Excellent strategy to use after students are done reading an article, short story, poem, or novel. Technology Suggestion: Padlet/iTunes Playlist/Tumblr/Twitter/Instagram

29. Utilizing Technology http://linoit.com https://padlet.com/ https://backchannelchat.com/ http://www.socrative.com/ https://conceptboard.com/ https://www.polleverywhere.com/ https://www.nearpod.com/ https://www.scattervox.com/ https://titanpad.com/

30. VDOE Disclaimer Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.

31. Suggested Readings for Further Study

32. Please complete the exit slip. http://tinyurl.com/formative123

33. Bibliography Beers, G. Kylene. When Kids Can't Read, What Teachers Can Do: A Guide for Teachers, 6-12. Portsmouth, NH: Heinemann, 2003. Print. Calabrese, Paula A. "Formative Assessment Strategies, Definitions, Examples." Northern Arizona University. Web. 8 July 2015. Dodge, Judith. 25 Quick Formative Assessments for a Differentiated Classroom. New York: Scholastic, 2009. Print. "Entry/Exit Slips." Entry/Exit Slips. University of Richmond. Web. 8 July 2015. Fisher, Douglas, and Nancy Frey. Checking for Understanding: Formative Assessment Techniques for Your Classroom. Alexandria: ASCD, 2007. Print. “Fostering High-Quality Formative Assessment: A Policy Research Brief.” NCTE. Council Chronicle 20.1 (2010). Web. 6 Aug. 2015. Goodrich, Kelly. "Classroom Techniques: Formative Assessment Idea Number Three." Teach Learn Grow. NWEA, 18 Sept. 2012. Web. 8 July 2015. Harvey, Stephanie, and Anne Goudvis. Strategies That Work Teaching Comprehension for Understanding and Engagement. 2nd ed. Portland, Me.: Stenhouse ; 2007. Print.

34. Bibliography Himmele, Pérsida, and William Himmele. Total Participation Techniques: Making Every Student an Active Learner. Alexandria: ASCD, 2011. Print. Marzano, Robert J. Formative Assessment & Standards-Based Grading. Bloomington, IN: Marzano Research Laboratory, 2010. Print. Mitchell, Diana. "Fifty Alternatives to the Book Report." The English Journal 87.1 (1998): 92-95. Teaching Ideas. NCTE. Web. 9 July 2015. Serravallo, Jennifer. The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers. Portsmouth: Heinemann, 2015. Print. Wiliam, Dylan. Embedded Formative Assessment. Bloomington: Solution Tree, 2011. Print.

35. Biographical Information Jill Nogueras, NBCT -13th year of teaching -Middle and high school teaching experience -Secondary Literacy Coach, Henrico County Public Schools jhnogueras@henrico.k12.va.us Emily Stains, NBCT -9th year of teaching -English 10 Collab., English 11 Rdg. & Writing, AP Literature -Varina High School, Henrico County Public Schools elstains@henrico.k12.va.us