Formative Assessment Institute

1. Formative Assessment Institute Presented by: Jennifer Nehl From

2. Outcomes • To develop a basic understanding of formative assessments; assessment FOR learning.

3. tie.netStaff Jennifer Nehl Formative Assessment Wikispace

4. Assessment Continuum Summative/Final Assessment Making Sure Formative Assessment Checking Up Pre-Assessment Discovering

5. It isn’t the method that determines whether the assessment is summative or formative… …it is how the results are used.

7. Seven Strategies for Assessment FOR Learning Where am I going? Provide a clear and understandable vision of the learning target. Use examples and models of strong and weak work. Where am I now? 3. Offer regular descriptive feedback. 4. Teach students to self-assess and set goals. How can I close the gap? 5. Design lessons to focus on one aspect of quality at a time. 6. Teach students focused revision. 7. Engage students in self-reflection and let them keep track of and share their learning.

8. What and How

9. Tool: What/How

10. Learning Targets

11. Learning Targets • How do you currently communicate the intended learning of a lesson, activity, task, project, or unit to students? • When does this communication occur?

12. Four Types of Learning Targets

13. Let’s Practice

14. Clear Learning Targets

15. Descriptive Feedback

16. Seven Strategies for Assessment FOR Learning Where am I going? Provide a clear and understandable vision of the learning target. Use examples and models of strong and weak work. Where am I now? 3. Offer regular descriptive feedback. 4. Teach students to self-assess and set goals. How can I close the gap? 5. Design lessons to focus on one aspect of quality at a time. 6. Teach students focused revision. 7. Engage students in self-reflection and let them keep track of and share their learning.

17. Providing Feedback “The most powerful single modification that enhances student achievement is feedback. The simple prescription for improving education must be ‘dollops of feedback’” (Hattie, 1992, p. 9). Robert Marzano, Classroom Instruction that Works Chapter 8, p. 96

18. Feedback, the Breakfast of Champions Dr Robert Marzano: Powerful feedback is • Corrective • Timely • Specific • Self monitoring

19. Providing Feedback • Feedback should be specific to a criterion. Criterion-referenced feedback tells students where they stand relative to a specific target of knowledge or skill. --Marzano, 2001, p. 185.

20. Descriptive FeedbackStiggins • “Providing students with descriptive feedback is a crucial part of increasing achievement. Feedback helps students answer the question, ‘Where am I now?’ with respect to ‘Where do I need to be?’ -Classroom Assessment for Student Learning, page 44

21. Give it a try

22. Descriptive FeedbackStiggins When providing DF, you must provide two components: • Area of strength, growth or celebration. • Coach for growth.

24. Descriptive Feedback Individually With a partner 3. Discuss the successful statements. What specifically helps students answer “Where am I now?”, “Where do I need to be?” 4. Discuss the non-descriptive statements. Reword them to help students answer “Where am I now?”, “Where do I need to be?” • Star three successful statements of descriptive feedback. • Circle three non-descriptive statements of feedback.

25. Descriptive Feedback Initially Now… Give your elbow partner descriptive feedback on what they are wearing. Give you elbow partner feedback on what they are wearing

26. Descriptive Feedback What was the difference?

27. jnehl@tie.net Presented by: Jennifer Nehl From