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Formative Assessment

Formative Assessment. Activity #1 - Brainstorm. Why do you assess your students? How do you currently assess your students?. Session Target Goals. Participants will: articulate the differences between formative & summative assessment recognize the impact of effective formative

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Formative Assessment

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  1. Formative Assessment

  2. Activity #1 - Brainstorm • Why do you assess your students? • How do you currently assess your students?

  3. Session Target Goals Participants will: • articulate the differences between formative & summative assessment • recognize the impact of effective formative assessment • describe and provide examples of how to effectively use the five keys to quality assessment • use three guiding questions to ensure that students are informed and involved in the assessment process

  4. Activity #2 - Card Sort • Prepare a chart with two columns, label one column “Formative” and the other column “Summative” • Sort the cards and place each one under the most appropriate heading in your chart

  5. PART ONE Engage Explore Explain

  6. Activity #3 - Magnets • Work in groups of 4 • Three people are students and will complete the activity. • One person (the teacher) is responsible for assessing student learning.

  7. Magnet Instructions • Set up the materials as shown. • Determine the relationship between the number of weights and the number of magnets.

  8. Teachers ???? • What do your students know? • How did you find out what they know? • What’s your evidence?

  9. Students ???? • What did you learn? • How do you know? • What feedback would you like from the teacher?

  10. FIVE KEYS TO QUALITY ASSESSMENT

  11. Why assess students? To gather evidence of student learning To inform instruction To motivate students and increase student achievement

  12. Identify the Purpose Who will use it? How will it be used?

  13. What do I want them to know? STANDARDS UNIT GOALS TARGETS

  14. Clarify the Targets Deconstruct standards Are they clear to the students?

  15. PART TWO Elaborate / Extend Evaluate

  16. Demonstration

  17. Three Guiding Questions #1 Where am I going?

  18. FIVE KEYS TO QUALITY ASSESSMENT

  19. The Five Keys So Far… Identify the Purpose Clarify the Target

  20. How Will I Know When They Know It? • What method should I choose? • Is it written well? • Is the sample size appropriate? • Are there sources of bias in it?

  21. Use Sound Design Method? Sample? Quality? Bias?

  22. Activity #4 - Temperature • Discuss Activity • Clarify Targets • Prediction • Demonstration • Feedback • Corrections

  23. Provide Effective Feedback The best feedback is: Descriptive Specific Relevant Timely Empowering

  24. Three Guiding Questions #2 - Where am I now? #3 - How do I close the gap?

  25. Activity #5 - Floating • Prediction • Demonstration • Clarify Purpose and Targets • Partner Exploration • Feedback

  26. Think/Pair/Share • How effective were you at giving feedback? • What could you do differently to make it more effective?

  27. Involve Students • Peer Assessment • Self-assessment

  28. ??? to ask before assessing • Why am I assessing? • What do I want my students to know? • How will I find out if they know it? • How will I communicate the results of my assessment? • Who should be involved?

  29. In Other Words • Clarify your purpose. • Define your target goals. • Design your plan - what tool(s) will I use to determine if students have met the goals? • Provide feedback to encourage learning (Do No Harm!) • Involve students in their own assessment.

  30. The 5 Keys and the Guiding Questions Where am I going? Where am I now? How do I get there?

  31. Shifts in Assessment From assessing to learn what students do not know From using results to calculate grades From end-of-term assessments by teachers From judgmental feedback that may harm student motivation To assessing to learn what students understand To using results to inform instruction To students engaged in ongoing assessment of their work and others To descriptive feedback that empowers and motivates students

  32. Why these shifts in assessment? A change in the mission of schools: • A shift from a focus on sorting and ranking students to a focus on leaving no child behind. A strong research base: • Evidence of the substantial impact on student achievement

  33. “Change focus from what you put into it, to what students get out of it.” Dylan Wiliam “Formative Assessment evolves through continual action research – it is not another initiative.” Shirley Clarke

  34. SELF-EVALUATION • Follow the directions on the handout “Determining Where I am Now” • Record your Ratings for #1-9 on the separate answer sheet • Wait for directions from a facilitator

  35. Professional Development Basics • Change begins with disequilibrium. • Teacher networks can be powerful. • Teachers need proof that it works in the classroom. • Understanding deepens when the teacher experiences it in a real context. • Innovation is risky. • Schools that promote effective professional development also encourage experimentation. • Change without reflection is often shallow and incompetent. Adapted fromClassroom Assessment and the National Science Education Standards

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