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Formative Assessment - The Journey Continues

Formative Assessment - The Journey Continues . Pershing Elementary August 2011. Formative vs. Summative. It is essential to know and understand how these differ

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Formative Assessment - The Journey Continues

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  1. Formative Assessment - The Journey Continues Pershing Elementary August 2011

  2. Formative vs. Summative It is essential to know and understand how these differ Summative: Assessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness. @ SJSD these include….. Formative: Acollection of practices with a common feature-They all lead to some action that improves learning.It is not the instrument that is formative; It is the useof the information gathered, by whatever means, to adjust teaching and learning, that is truly formative work. Recall what the Black Box Article said……

  3. Framework for thinking about Formative Assessment/A for L Where Am I GOING? Where AM I NOW? What Do I Need To Do To Get THERE?

  4. Formative Assessment is Assessment for Learning • Seven Strategies include: • Clear Targets • Strong & Weak Work • Student Feedback • Students self-assessing & goal setting • Lesson design • Teaching students focused revision • Students self-reflect while tracking and sharing their own learning

  5. Where are we in the journey? • 2010-2011 Work involved: • Intense focus on CA Clear Targets • Wrote “I Can/This Means” Statements for CA • Wrote numerous CA checkpoints • Focus on student-friendly language • Student Assessment Binders & Students began tracking more of their learning

  6. Think CHECKPOINTS: The CP truly aligns with the objective (CT) to be learned/the objectives taught All of the items on the CP truly match what has been taught The CP is designed in a way that it will truly pinpoint specific problems so that teachers can easily analyze and decide what action to take Assessment results are available right away-to students and teacher Teachers and students honestly take action based on the results Checkpoints are “on grade level”

  7. Student Assessment Binder Contents-Let’s TALK! What might be included?

  8. Partner Share • Please reflect on the following question with a partner….Be prepared to share your thoughts with the group • Why is it essential for learning goals (CT) to be presented in student-friendly language? Think of your “I Can” & “This Means” Statements

  9. Artifact Share Let’s reflect on artifacts from last year’s implementation….It truly was a great year of implementation! Remember-Buildings that make gains have a commitment from ALL to implement certain practices.

  10. Student Feedback-This Year’s Piece • Anchor Texts include: • Seven Strategies of Assessment for Learning by Jan Chappuis (Chpt. 3) • How to Give Effective Feedback to Your Students by Susan M. Brookhart (coming in February) • Please read Brookhart article, Brookhart chapters 1-3, and Stiggins chapter 3 this semester.

  11. This Year’s Thread… • The Feedback Strategy truly complements our focus this year on: • Teaching to the students ON grade level • Teaching to the students ABOVE grade level • Teaching to the students BELOW grade level

  12. The Research on Feedback Kluger & DeNisis’ overall research finding indicated the groups receiving feedback on average outperformed their respective control groups by .41 standard deviations-the equivalent from moving from the 50th to the 66th percentile on a standardized test. The effectiveness of Feedback can be effected by a number of things, especially the way in which the student experiences the comment.

  13. Student Feedback-An Overview (SB text) Think MOTIVATION Feedback says to a student, “Somebody cared enough about my work to read it and think about it!” Good feedback gives students information they need so they can understand where they are in their learning and what to do next-the cognitive factor. Once they feel they understand what to do and why, most students develop a feeling that they have control over their own learning-the motivational factor. Don’t discount this strategy-When used ineffectively, it can actually be harmful to achievement!

  14. What does Susan Brookhart have to say??? Focus on: Timing Amount Mode Audience

  15. Brookhart & Feedback Content: An Introduction Outcome Feedback is important, but don’t stop there. Yes it’s right or sorry, it’s wrong, is not near enough feedback. Good feedback includes next steps to improve learning. Giving feedback about the process used to accomplish a task is important. Feedback about processes shows connections between what they did & the results the student achieved. Feedback needs to be presented in a way that can be used in future learning & tasks.

  16. More Brookhart & FB Content • COMPARISON FEEDBACK • Criterion Referencing: Compare the students work with the established criteria. Allows students to see what the learning target looks like and what they need to do to close the gap. (Scoring guides & Anchor Papers before work begins) • Norm Referencing Feedback: Comparing a student’s work to other students work-Can create winners & losers DESCRIPTIVE VS. EVALUATIVE FB -Grades on papers can be detrimental

  17. STIGGINS’ WORK Providing EFFECTIVE feedback requires sophistication….The presence of feedback does not always improve learning. The QUALITY of the feedback determines effectiveness.

  18. Characteristics of Effective Feedback (Stiggins) • FB directs attention to the intended learning (CT), pointing our strengths and offering specific information to guide improvement. • SUCCESS FEEDBACK: POINTING OUT WHAT THE STUDENT HAS DONE WELL • INTERVENTION FEEDBACK: GIVES SPECIFIC INFORMATION TO GUIDE IMPROVEMENT

  19. WHAT IS WRONG HERE? Try these again Incomplete Keep studying More effort needed Redo Get a parent signature

  20. Characteristics of Effective Feedback (Stiggins) OCCURS DURING LEARNING WHILE THERE IS STILL TIME TO ACT Before the graded event Cultivate the mindset that it is ok to make mistakes!

  21. Characteristics of Effective Feedback (Stiggins) ADDRESSES PARTIAL UNDERSTANDING Feedback is not always appropriate; It is most effective when it addresses faulty understanding rather than a total lack of understanding. Providing feedback when a student is not ready can lead to a student feeling failure TWICE If you are unable to offer any success feedback, more actual teaching may be necessary. Offering the same feedback many times may mean this also.

  22. Characteristics of Effective Feedback (Stiggins) EFFECTIVE FEEDBACK DOES NOT DO THE THINKING FOR THE STUDENT Start by asking, “Do you know what you need to work on?” A hallmark of good feedback is that it spurs thoughtful action-not just following directions or using someone else’s ideas. It can be easy to “over-feedback” or do it for them.

  23. Characteristics of Effective Feedback (Stiggins) EFFECTIVE FEEDBACK LIMITS CORRECTIVES TO WHAT STUDENTS CAN ACT ON How many pieces of advice can a student handle? Don’t offer feedback about things students know truly know how to do

  24. Feedback Implementation in the Classroom We would expect to see….. Individual conferences & Small group conferences Discussion about where students are in relation to the learning targets Feedback logs/tools & Scoring Guides with feedback CHOOSE A CONTENT AREA IN WHICH YOU ARE GOING TO WORK THIS FA STRATEGY

  25. Monitoring our Implementation Choose a subject area and work the feedback process I would expect to see a “dialogue process” that has occurred between the teacher and student Students need to be able to refer to the feedback you provided them (on paper) Find a system that works for you..Stars & Stairs and etc. This will be part of the Walk-Through process

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