Formative Assessments

1. Formative Assessments New Teacher Series Day 3 December 1, 2010 Stephanie Lemmer slemmer@kresa.org Sharon Dodson sdodson@kresa.org

2. Today’s schedule Survey The “I Cans” The 5 Keys of Assessments Purposes - Formative/Summative Learning Targets Assessment Maps

3. What you need to make today successful Handout Packet Content Expectations and/or learning standards for a course you teach

4. Current Beliefsand Practice Survey

5. Formative Assessment Critical Learning Objectives At the completion of today, it is our goal that you will be able to state the following: I can tell another person the difference between summative and formative assessments. I can articulate critical learning targets to my students in student-friendly language. I can match the appropriate type of assessment to a learning target for my students. I can determine if feedback is descriptive or evaluative. I can explain the importance of actively involving students in the assessment process.

6. 5 Keys of Quality Assessments • Key 1 – Purpose • Key 2 – Clear Learning Targets • Key 3 – Effective Design • Key 4 – Effective Communication • Key 5 – Student Involvement

7. Personal Reflection • Think of a time when you were assessed and it was a negative experience. What made it negative? • Now think of a time when you were assessed and it was a positive experience. What made it positive?

8. Key 1 Purpose

9. What are purposes for assessment?

10. Classroom Assessments Think of the assessments you give. Why do you give them? List all of the reasons that come to mind.

11. Two Purposes for Assessment SUMMATIVE Assessments OF Learning How much have students learned as of a particular point in time? FORMATIVE Assessments FOR Learning How can we use assessments to help students learn more?

12. Assessments FOR and OF Learning Watch the video clip of Rick Stiggins discussing the differences between assessments FOR and OF learning. Track the differences on the chart. In your own words, briefly summarize the difference between formative and summative assessments?

13. Balanced Assessment Formative Formal and informal processes teachers and students use to gather evidence to directly improve the learning of students assessed Summative Provides evidence of achievement to certify student competence or program effectiveness Assessment for learning Use assessments to help students assess and adjust their own learning Assessment for learning Use classroom assessments to inform teacher’s decisions Formative uses of summative data Use of summative evidence to inform what comes next for individuals or groups of students

14. Balanced Assessment “If we wish to maximize student achievement in the U.S., we must pay greater attention to the improvement of classroom assessment. Both assessment of learning and assessment for learning are essential. But one is currently in place, and the other is not.” Rick Stiggins, 2002

15. Assessment Research 0.7 Standard Deviation Score Gain = • 25 Percentile Points on ITBS (middle of score range) • 70 SAT Score Points; 4 ACT Score Points Largest Gain for Low Achievers

16. Needed Improvements Increased commitment to high-quality formative assessments Increased descriptive feedback, reduced evaluative feedback Increased student involvement in the assessment process

17. Key 2Clear and Appropriate Learning Targets

18. Clear Learning Targets Know what kinds of targets are represented in curriculum Know which targets each assessment measures Communicate the learning targets in advance in language students can understand

19. Clear Learning Targets: Research on Student Benefits Students who could identify their learning scored 27 percentile points higher than those who could not (Marzano, 2005)

20. We Need Clear Learning Targets to. . . Ensure that there is a common understanding of what needs to be learned. Know if the assessment adequately covers what we taught. Correctly identify what students know and don’t know. Have students self-assess or set goals likely to help them learn more.

21. Learning Targets Any achievement expectations we hold for students Statements of what we want students to learn

22. Which of these are actually Learning Targets? Senior project Model of a fort Present a persuasive argument State report Diorama

23. A Social Studies Example World History Korean War Chapter 10 Create a timeline Subject Topic Resource Activity Understand recurring conflicts that lead to war Learning target

24. Kinds of Learning Targets Master content knowledge Use knowledge to reason and solve problems Demonstrate performance skills Create quality products

25. Kinds of Learning Targets with Associated Verbs

26. Learning Targets by Content Area What kinds of learning targets are most common in your content area? Elbow partner share

27. Converting Learning Targets to Student-Friendly Language Identify important or difficult learning goal. Identify word(s) needing clarification. Define the word(s). Rewrite the definition as an “I can” statement, in terms that your students will understand. Try it out and refine as needed. Have students try this process.

28. Student-Friendly Language Word to be defined: SUMMARIZE to give a brief statement of the main points, main events, or important ideas Student-friendly language: I can summarize text. This means I can make a short statement of the main points or the big ideas of what I read.

29. Student-Friendly Language Word to be defined: PREDICTION A statement saying something will happen in the future Student-friendly language:

30. Student-Friendly Language Word to be defined: PREDICTION A statement saying something will happen in the future Student-friendly language: I can make predictions. This means I can use information from what I read to guess at what will happen next.

31. Student-Friendly Language Learning Target: “Deeply examine policy issues…” Word to be defined: EXAMINE A process by which problems, alternate views and reasons for differing views for a given situation are understood. I Can Statement: I can “examine.” This means I can state the problems, describe alternative views, and understand the reasons for these different views.

32. Your Turn… Choose either “analyze” or “describe” and convert it into student-friendly terms Definition: Student-friendly language:

33. Clear and Appropriate Learning Targets - Summary Things to remember Different types of targets Clarify targets by using student-friendly language Post targets or have students keep them (refer to targets) Connect learning targets to learning activities and assessments

34. The Assessment Map From Curriculum Documents to Learning Targets

35. Work time Use the Assessment Map to Define Learning Targets

36. Key 3 Effective Design

37. Sound Assessment Design Select a proper assessment method Select or create quality items, tasks, and rubrics Sample—gather enough evidence Control for bias Design assessments so students can self-assess and set goals

38. Possible Assessment Methods • Selected Response • Extended Written Response • Performance Assessment • Personal Communication

39. Sound Design Assessment methods match learning targets. Sample is representative of what was taught. Items, tasks and scoring guides are well-written. Bias is avoided.

41. SR EWR PA PC KNOW Target X Method Match REASON SKILLS PRODUCT

42. Target-Method Match Activity

43. + + + + SR EWR PA PC KNOW + + ? + Target - Method Match REASON SKILLS + + PRODUCT +

44. Okay but not efficient Good Match Good Match Good match for Some patterns Of reasoning Reasoning Inferred by observation Think-aloud w/follow-up questions Possibly okay Good Match for Oral comm. only Good Match Good Match for Writ. comm. only Good Match

45. The Assessment Map Identify your “I cans” as Knowledge, Skill, Reasoning, or Performance items Next, select a method of assessment that would sample that ability effectively and efficiently.

46. Key 4 Effective Communication

47. Effective Communication • “The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback’.” • John Hattie (1992) • “…all forms of feedback are not equally effective.”

48. Research Quotes on Effects of Feedback Read the quotes provided on the handout. Choose 1 quote that is most meaningful to you at this time.

49. Feedback • On your own think about what you know to be the characteristics of effective feedback.

50. What Makes Feedback Effective? • Describes features of work or performance • Relates directly to the learning targets and/or standards of quality • Points out strengths and gives specific information about how to improve