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Formative Assessments

Formative Assessments. Moving Beyond the Test Tammy Haislip. Kick-off: Divergent Thinking. Assess your prior knowledge about an event in World History before I begin teaching my unit study Imagine... Suppose ... Predict... If..., then... How might... Can you create...

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Formative Assessments

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  1. Formative Assessments Moving Beyond the Test Tammy Haislip

  2. Kick-off: Divergent Thinking • Assess your prior knowledge about an event in World History before I begin teaching my unit study • Imagine... • Suppose... • Predict... • If..., then... • How might... • Can you create... • What are some Ed DeBono Lateral Thinking "You cannot dig a hole in a different place by digging the same hole deeper" This means that trying harder in the same direction may not be as useful as changing direction. Effort in the same direction (approach) will not necessarily succeed.

  3. Formative • Latin verb ‘assidere’ meaning ‘to sit with’ • One is supposed to sit with the learner • This implies it is something we do withandforstudents and not to students (Green, 1998).

  4. Summative & FormativeA garden analogyIf we think of our students as plants … Summative assessment of the plants is the process of simply measuring them. It might be interesting to compare and analyze measurements but, in themselves, these do not affect the growth of the plants. Formative assessment, on the other hand, is the equivalent of feeding and watering the plants appropriate to their needs - directly affecting their growth.

  5. Formative Assessments • Research: Ongoing assessments combined with effective feedback has an enormous impact on learning (Black, Harrison, Lee, Marshall and Wiliam, 2003) • Formative: FOR learning (to help you plan and respond to your students!) rather than only OF learning

  6. Improving learning throughassessment • Providing effective feedback to students. • Students’ active involvement in their own learning. • Adjusting teaching to take account of the results of assessment. • Recognizing the profound influence of assessment on students’ motivation and self-esteem - both crucial influences on learning. • Ensuring pupils assess themselves and understand how to improve. (Black & William, 1998)

  7. So what does this look like in a secondary classroom? • Active learning • Strategic – Mini lessons (NOT didactic) • Ongoing • Inform your planning AND instruction • Consider Pre and Post strategies

  8. Pre and Post

  9. Data drives planning and instruction!

  10. Let’s Try It: • Number 1-6 on the back of your page. Answer the following questions: • Texas state bird? • Texas state tree? • Texas state symbol? • Texas state motto? • Texas state small mammal? • Texas state flower?

  11. Grade: 1-83 2-66 3-48 4-31 5-17 • Grade the following questions: • Texas state bird? Mockingbird • Texas state tree? Pecan • Texas state symbol? Lone Star • Texas state motto? Friendship • Texas state small mammal? Armadillo • Texas state flower? Bluebonnet

  12. Let’s Try It: • Number 1-6 on the back of your page. Answer the following questions: • Texas state bird? • Texas state tree? • Texas state symbol? • Texas state motto? • Texas state small mammal? • Texas state flower?

  13. Formative Probes“Why do you suppose…?” Involve students in observing and describing an event or object by asking questions such as: • "What do you notice here?" • "Tell me about this" • "What do you see?" Example Science: Which of the following items are alive? Explain your reasoning for the selections you made.

  14. Authentic Assessment Strategies • Pictures • Audio recordings • Video • Portfolios

  15. Choices and Project-based Learning Rubrics for Assessment: Rubistar BOTH process and product! http://rubistar.4teachers.org/

  16. Game Strategies • Technology • Quia • Game templates for ppt http://jc-schools.net/tutorials/ppt-games/

  17. Paragraph Writing • American History: Write two paragraphs and include the following information: • Identify three figures from Revolutionary War history • 2 specific events • Time period • 1 direct quote from a founding document • Type of government • OR…

  18. Songwriting Requirements: Use the mp3 file for I’ve Been Working on the Railroad to write a content song. Activity: Working with a partner or group - • Identify in the song 3 figures from Revolutionary War history • Name 2 specific events • Identify the time period • Include 1 direct quote from a founding document • Include the type of government that was formed

  19. Jeopardy Cards • I have the answer, who has the question

  20. Quick Quizzing • Hi-Tech • Quia • Earth Science

  21. Ticket Out: • Write about an obstacle that you feel strongly about that would keep you from being able to implement the strategies you have learned about in the last two days.

  22. Remember to “sit with” your students • Assessment should not be isolated from instruction • Allow it to INFORM your planning and teaching • Why do we do what we do?

  23. Got questions? thaislip@bju.edu

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