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1. Formative Assessment Margaret Heritage
CRESST/UCLA
2. Overview Warm Up and Definition
What is Formative Assessment?
The Process of Formative Assessment
Classroom Climate
Formative Assessment and the Iowa Core
Reflection
Margaret and I will do a tag team, with me starting with background and laying out a basic framework for thinking about quality formative assessment practice. I値l then suggest criteria for quality assessment and consider briefly how various current tests measure up, then margaret will go into great depth about the meaning of quality in formative assessment process. We値l both share implications for policy and practice.Margaret and I will do a tag team, with me starting with background and laying out a basic framework for thinking about quality formative assessment practice. I値l then suggest criteria for quality assessment and consider briefly how various current tests measure up, then margaret will go into great depth about the meaning of quality in formative assessment process. We値l both share implications for policy and practice.
3. What is Formative Assessment? Margaret and I will do a tag team, with me starting with background and laying out a basic framework for thinking about quality formative assessment practice. I値l then suggest criteria for quality assessment and consider briefly how various current tests measure up, then margaret will go into great depth about the meaning of quality in formative assessment process. We値l both share implications for policy and practice.Margaret and I will do a tag team, with me starting with background and laying out a basic framework for thinking about quality formative assessment practice. I値l then suggest criteria for quality assessment and consider briefly how various current tests measure up, then margaret will go into great depth about the meaning of quality in formative assessment process. We値l both share implications for policy and practice.
4. Key Ideas in Formative Assessment Handout 1:
Read the quotes about formative assessment.
What are the key words or phrases that convey what is important about formative assessment?
5.
Formative assessment is
6. IDE痴 Definition Formative Assessment is a process used by teachers and students as part of instruction that provides feedback to adjust ongoing teaching and learning to improve students achievement of core content.
As assessment for learning, formative assessment practices provide students with clear learning targets, examples and models of strong and weak work, regular descriptive feedback, and the ability to self-assess, track learning, and set goals.
7. My Definition Formative assessment is a process that takes place continuously during the course of teaching and learning to provide teachers and students with feedback to close the gap between current learning and desired goals.
8. Key Idea
FEEDBACK
To teachers
To students
9. Questions for Teachers AND Students Where am I going?
Where am I now?
Where to next?
Hattie & Timperely, 2007
10. Happens During Instruction to Make Sure Learning is on Track
11. Close the Gap (Sadler, 1989) Close the gap between the learner痴 current state and desired goal
13.
Establish clear learning goal(s) and criteria for success
Share these with students and help them understand what they mean
Elicit evidence about student learning
Provide feedback to students about learning
Use feedback to adjust/plan instruction
Support self- and peer-assessment
What Teachers Do Margaret and I will do a tag team, with me starting with background and laying out a basic framework for thinking about quality formative assessment practice. I値l then suggest criteria for quality assessment and consider briefly how various current tests measure up, then margaret will go into great depth about the meaning of quality in formative assessment process. We値l both share implications for policy and practice.Margaret and I will do a tag team, with me starting with background and laying out a basic framework for thinking about quality formative assessment practice. I値l then suggest criteria for quality assessment and consider briefly how various current tests measure up, then margaret will go into great depth about the meaning of quality in formative assessment process. We値l both share implications for policy and practice.
14.
Use learning goal(s) and criteria for success to monitor learning (metacognition)
Use the feedback from teachers and peers to move learning forward
Provide feedback to each other
Develop a repertoire of learning strategies What Students Do Margaret and I will do a tag team, with me starting with background and laying out a basic framework for thinking about quality formative assessment practice. I値l then suggest criteria for quality assessment and consider briefly how various current tests measure up, then margaret will go into great depth about the meaning of quality in formative assessment process. We値l both share implications for policy and practice.Margaret and I will do a tag team, with me starting with background and laying out a basic framework for thinking about quality formative assessment practice. I値l then suggest criteria for quality assessment and consider briefly how various current tests measure up, then margaret will go into great depth about the meaning of quality in formative assessment process. We値l both share implications for policy and practice.
17. Making Assessment Formative Assessment is not formative unless something is 吐ormed as a result of interpreting evidence elicited.
18. What is Formative Assessment? Margaret and I will do a tag team, with me starting with background and laying out a basic framework for thinking about quality formative assessment practice. I値l then suggest criteria for quality assessment and consider briefly how various current tests measure up, then margaret will go into great depth about the meaning of quality in formative assessment process. We値l both share implications for policy and practice.Margaret and I will do a tag team, with me starting with background and laying out a basic framework for thinking about quality formative assessment practice. I値l then suggest criteria for quality assessment and consider briefly how various current tests measure up, then margaret will go into great depth about the meaning of quality in formative assessment process. We値l both share implications for policy and practice.
27. Eliciting Evidence: No Single Way Questioning
Discussion (student/student - teacher/student)
Observation (watching and listening)
Tasks (representations, explanations, problem solving strategies, reading logs, oral presentation, writing, performances )
Mid-lesson checks (white boards, ABCD cards, clickers)
Exit cards
Notes to teacher
Curriculum-embedded assessments It痴 perhaps easier for most of us to think about the technical quality and validity of individual measures and techniques, guided by such things as the Measurement (1999) and its overarching concept of validity, coupled with KWSK痴 dictum that assessments that benefit teaching must be learning-based, i.e., founded in model of cognition and how learning develops in a domain or skill area. Validity is the extent to which an assessment provides accurate information for particular purposes and is documented in a variety of sources of evidence. My own favorite list would include the following criteria:: [
? Alignment to learning goals, models of how learning develops and of what successful performance looks like, for both assessment tasks and scoring and other interpretative frameworks.
? Diagnostically useful at the right grain size to guide subsequent decision-making and action. Depending on context, what is most diagnostically useful may be to sort children into who needs help and who doesn稚 before delving into the specific learning issues that face individual or groups of children.
? Fair enables children to show what they know in the particular area to be assessed, not confounded by knowledge and skills which are irrelevant to the target of assessment. For example, the complexity of language in a math assessment should not deter a student痴 ability to show his/her mathematics knowledge; the background knowledge needed to respond to a writing prompt should be equally available to children of all cultures, home backgrounds.
? Reliable the evidence should be dependable, providing a consistent diagnosis of students knowledge and/or skill.
? Accurate as free from error as possible, at level of diagnosis
? Cognitively revealing
? Feasible and useful: the assessment should be useful to teachers for formative assessment and worth the time and effort it takes to implement, analyze and use its results.
We believe that is that quality is as important for teacher and curriculum-embedded assessment as it is for large scale assessment, even though we cannot and do not expect the degree of formal validity evidence. Curriculum-embedded assessments and work samples, planned interactions and spontaneous assessments should be aligned, at a grain size appropriate to diagnostic and formative purposes, developed and interpreted with concern for fairness, reliability, accuracy and utility. What teachers, curriculum-embedded and spontaneous measures may lack in technical data and reliability coefficients, they can make up for in multiplicity and traingulation of evidence -- the availability of multiple sources of information and the ability to look for convergence among them; that terminal decisions are not based on a single point of classroom evidence also leaves more wiggle room.
Not so as the locus of assessment, decision-making and use of results moves external to the classroom, to the school, district or state for management, supervision, and/or accountability purposes. Here, the technical quality of the information matters more, for there is little other direct knowledge to balance it against; with data and scores considered more in isolation, apart from qualitative knowledge of student learning, documented evidence of validity, reliability, and accuracy is essential. Benchmark assessments, in our view, fall into this latter category with annual state assessments, because they most often are external to the classroom and are viewed as stand alone evidence of student learning. Yet, the technical quality of such assessments remains largely un-documented.
It痴 perhaps easier for most of us to think about the technical quality and validity of individual measures and techniques, guided by such things as the Measurement (1999) and its overarching concept of validity, coupled with KWSK痴 dictum that assessments that benefit teaching must be learning-based, i.e., founded in model of cognition and how learning develops in a domain or skill area. Validity is the extent to which an assessment provides accurate information for particular purposes and is documented in a variety of sources of evidence. My own favorite list would include the following criteria:: [
? Alignment to learning goals, models of how learning develops and of what successful performance looks like, for both assessment tasks and scoring and other interpretative frameworks.
? Diagnostically useful at the right grain size to guide subsequent decision-making and action. Depending on context, what is most diagnostically useful may be to sort children into who needs help and who doesn稚 before delving into the specific learning issues that face individual or groups of children.
? Fair enables children to show what they know in the particular area to be assessed, not confounded by knowledge and skills which are irrelevant to the target of assessment. For example, the complexity of language in a math assessment should not deter a student痴 ability to show his/her mathematics knowledge; the background knowledge needed to respond to a writing prompt should be equally available to children of all cultures, home backgrounds.
? Reliable the evidence should be dependable, providing a consistent diagnosis of students knowledge and/or skill.
? Accurate as free from error as possible, at level of diagnosis
? Cognitively revealing
? Feasible and useful: the assessment should be useful to teachers for formative assessment and worth the time and effort it takes to implement, analyze and use its results.
We believe that is that quality is as important for teacher and curriculum-embedded assessment as it is for large scale assessment, even though we cannot and do not expect the degree of formal validity evidence. Curriculum-embedded assessments and work samples, planned interactions and spontaneous assessments should be aligned, at a grain size appropriate to diagnostic and formative purposes, developed and interpreted with concern for fairness, reliability, accuracy and utility. What teachers, curriculum-embedded and spontaneous measures may lack in technical data and reliability coefficients, they can make up for in multiplicity and traingulation of evidence -- the availability of multiple sources of information and the ability to look for convergence among them; that terminal decisions are not based on a single point of classroom evidence also leaves more wiggle room.
Not so as the locus of assessment, decision-making and use of results moves external to the classroom, to the school, district or state for management, supervision, and/or accountability purposes. Here, the technical quality of the information matters more, for there is little other direct knowledge to balance it against; with data and scores considered more in isolation, apart from qualitative knowledge of student learning, documented evidence of validity, reliability, and accuracy is essential. Benchmark assessments, in our view, fall into this latter category with annual state assessments, because they most often are external to the classroom and are viewed as stand alone evidence of student learning. Yet, the technical quality of such assessments remains largely un-documented.
31. 徹n the Fly Assessment
33. Interpreting Evidence
What does my evidence tell me about the students current learning status?
Is there a gap between my student痴 current learning status and the desired goal? What is it? Can I determine that from the evidence I have or do I need more evidence?
Are my students on track to meeting the success criteria/have they met the success criteria?
35. The Just Right Gap
37. Time for a 10-Minute Break East Side 2:30 to 2:45
West Side 2:15 to 2:30East Side 2:30 to 2:45
West Side 2:15 to 2:30
39. Feedback: True or False?
Feedback should be comparative and indicate a student痴 standing relative to peers
Feedback should provide hints or cues rather than total solutions
Feedback is linked to grades
Praising students is effective feedback
Julie help with poll - again way for presenters to see who is in the webinar.. Also might mention yes/no poll if you are joining with a small group - as way to encourage possible small group discussion question on implementation.Julie help with poll - again way for presenters to see who is in the webinar.. Also might mention yes/no poll if you are joining with a small group - as way to encourage possible small group discussion question on implementation.
40. Feedback: True or False?
Feedback should help students close the gap
Feedback includes verification and elaboration
Feedback is only effective if it is written for students
Feedback is intended to improve learning
Feedback can only be given by teachers
Julie help with poll - again way for presenters to see who is in the webinar.. Also might mention yes/no poll if you are joining with a small group - as way to encourage possible small group discussion question on implementation.Julie help with poll - again way for presenters to see who is in the webinar.. Also might mention yes/no poll if you are joining with a small group - as way to encourage possible small group discussion question on implementation.
41. Feedback to Students Clear, specific, criterion-based that indicates:
? areas of success in meeting success criteria
? areas for improvement and possible strategies rather than total solutions
42. Success Criteria Be specific about what you want to measure
Identify the key variable and factors that you want to hold constant
Show a plan to conduct the test
43. Oral Feedback
Your design shows that you are clear about what you want to measure, and you have listed four factors that should remain constant in your test and one that will change.
44. Oral Feedback For your test to be fair there is one other factor that must remain constant.
You are planning to measure the time parachutes of different sizes take fall to the ground.
With this in mind, can you review your plan and think about what else needs to be constant? I'll be back in a few moments to hear your ideas.
45. Oral Feedback You have planned your fair test in general terms. Now think about how you would conduct your test in a systematic way so that you can draw conclusions from your test. I suggest you review some of the examples of fair tests we looked at from last year痴 students to help you think about how you will conduct your measurements and record your data in systematic ways so that you can compare your results.
46. Written You have a clear thesis statement and your paper provides a series of claims and examples.
Your paper could be strengthened by improved use of transitions.
I have marked places where you have used effective transitions with an X, and with a Z to indicate where transitions could be improved.
Review the Xs and to help you think about how to create better transitions in the Z sections.
48. Feedback
Feedback is only formative if it is USED by students
Teachers must allow TIME for students to use feedback
Using feedback helps students develop LEARNING STRATEGIES
49. Peer-Assessment Involves thinking about learning
Needs to be taught
Deepens understanding of own learning goals
Can support self-assessment
Fosters collaboration
50. Self-Assessment Involves metacognition: process of reflecting upon one痴 own learning
Crucial to effective thinking and problem-solving
Hallmark of expert thinking (NRC, 2000; 2001)
Supports self-regulation and feelings of control over one痴 learning
51. Self-Assessment Needs to be taught
Keeps a focus on learning
Use information formatively
Develop learning strategies
55. What is Formative Assessment? Margaret and I will do a tag team, with me starting with background and laying out a basic framework for thinking about quality formative assessment practice. I値l then suggest criteria for quality assessment and consider briefly how various current tests measure up, then margaret will go into great depth about the meaning of quality in formative assessment process. We値l both share implications for policy and practice.Margaret and I will do a tag team, with me starting with background and laying out a basic framework for thinking about quality formative assessment practice. I値l then suggest criteria for quality assessment and consider briefly how various current tests measure up, then margaret will go into great depth about the meaning of quality in formative assessment process. We値l both share implications for policy and practice.
56. Creating a Classroom Culture for Formative Assessment
58. Discuss with a partner..
59. What is Formative Assessment? Margaret and I will do a tag team, with me starting with background and laying out a basic framework for thinking about quality formative assessment practice. I値l then suggest criteria for quality assessment and consider briefly how various current tests measure up, then margaret will go into great depth about the meaning of quality in formative assessment process. We値l both share implications for policy and practice.Margaret and I will do a tag team, with me starting with background and laying out a basic framework for thinking about quality formative assessment practice. I値l then suggest criteria for quality assessment and consider briefly how various current tests measure up, then margaret will go into great depth about the meaning of quality in formative assessment process. We値l both share implications for policy and practice.
60. Teacher Perspectives What do you notice in these teachers descriptions?
They were asked to respond to:
I used to.., but now I..
61. Deb 的 used to think that formative assessment was just the assessment teachers use to figure out if students understood the lesson or not, but I now think that formative assessment is a process which is a series of planning, reflection, and feedback by the teacher and the student. This process seems to be something I have been missing from my own teaching.
62. Sharon 的 used to do more but now I do less. Because so much evidence is gathered with formative assessment, I may do 2 or 3 very targeted tasks in an eighty-minute class rather than 斗ots of good stuff. Now I work hard to save time for student reflection rather than filling every minute with activity. I take every opportunity to assess my students in various, formative ways. I知 not asking them for three of four different pieces of paper at the end of class so I can tell them if they 堵ot it. Now, they may only produce one piece of written evidence in their learning; I have other ways of assessing them now that can inform me of where they are throughout the lesson. I can address misconceptions more quickly and push their learning farther with timely feedback.
63. Melanie 的 feel like formative assessment has helped me enter into a partnership with students with regard to learning. It has helped me demystify the classroom for kids. The transparency that sharing learning goals and success criteria creates allows for so much growth for both teacher and student. The students know I am there because I have a goal for them to reach and I want them to succeed. They also know I take every opportunity (written work, conversations, response boards) to gather evidence of what they know. Formative assessment has not only changed me as a teacher but I believe it has changed the students as learners.
64. Shawn 的 used to do a lot of explaining, but now I do a lot of questioning.
I used to do a lot of talking, but now I do a lot of listening.
I use to think about teaching the curriculum, but now I think about teaching the student.
65. Going Forward
What have you heard today that you could use in your current work?
