Getting to the “I” in DDI:

Getting to the “I” in DDI: Common Formative Interim Assessment Diane E. Lang, Ph.D. Theresa A. Reynolds Orange-Ulster BOCES

Getting to the “I” in DDI: Using Common Formative Assessment to Drive Learning-Based Teaching with Interim Assessments Supporting the Process Diane E. Lang, Ph.D. Theresa A. Reynolds Orange-Ulster BOCES

Comparing Formative, Summative, and Evaluative Assessments Timescale Academic promotion High-stakes accountability End-of-course exams Annual Benchmark Growth Interim Common formative assessments End-of-unit tests Weekly Before the end-of-unit tests Daily Exit pass Hourly Hinge-point questions Instructional Guidance (“formative”) Describing Individuals (“summative”) Institutional Accountability (“evaluative”) Function

Formative Assessment • Formal or informal • Used during the learning process in order to guide teachers to assure teaching is targeted and improves student skill and concept mastery • Feedback tends to be qualitative and address content and performance • “micro data”

Two Ways to Go… • Vendor developed • Teacher developed/Teacher modified

Why Formative Assessment?... • Students must become self-directed learners who can use resources to support their own learning (CCSS ELA, 2011, p. 7). • Brookhartand Moss (2008) underscore that student achievement increases when students participate in formative assessment that helps them be metacognitive about their learning: where they are, where they are going, and how to close the gap (Chappuis, 2009). • Formative assessment processes – including the use of models, critique, and descriptive feedback – helps students become resilient learners who see learning as a process and who can strategize and problem-solve to address new and unforeseen challenges (Brookhart & Moss, 2008, p. 10-12).

Why Formative Assessment? • When students critique models, they develop a clear understanding of the characteristics of quality writing in various formats and for diverse purposes (Graham and Perin, 2007; Hunt, 2010). • Developing clear rubrics with students and using those rubrics consistently increases students’ understanding of the criteria for success; this practice yields improvements in the most challenged populations (Reeves, 2004). • Descriptive feedback that is focused and specific can have a powerful impact on student learning: “the level at which the feedback is focused influences its effectiveness” (Brookhart, 2008, p. 4).

Why Common Formative Assessments? • Grade level teams and specialists can collaborate • “Planful” • Drives common curriculum review and understanding • Supports teachers to make immediate instructional moves designed to increase individual students’ learning and the class as a whole

Using the NYSED 2-Pt Rubric for 3-8 ELA within a Formative Assessment NYSED 2-Point Rubric—Short Response: If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 1. Scores/Response Features 2 Point The features of a 2-point response are: Valid inferences and/or claims from the text where required by the prompt Evidence of analysis of the text where required by the prompt Relevant facts, definitions, concrete details, and/or other information from the text to develop response according to the requirements of the prompt Sufficient number of facts, definitions, concrete details, and/or other information from the text as required by the prompt Complete sentences where errors do not impact readability 1 Point The features of a 1-point response are: A mostly literal recounting of events or details from the text as required by the prompt Some relevant facts, definitions, concrete details, and/or other information from the text to develop response according to the requirements of the prompt Incomplete sentences or bullets 0 Point* The features of a 0-point response are: A response that does not address any of the requirements of the prompt or is totally inaccurate A response that is not written in English A response that is unintelligiblle

Example from an OU BOCES Component District • “As Lincoln grew into his role as president, he developed new ways to keep track of his papers. Why was this significant? Use two details from the text to support your answer.”

Example from an OU BOCES Component District • “As Lincoln grew into his role as president, he developed new ways to keep track of his papers. Why was this significant? Use two details from the text to support your answer.” • Student A (day one)---Lincoln had a lot of new things to do. Keeping papers in his hat was not good because other people in the White House could not find them.

Example from an OU BOCES Component District • “As Lincoln grew into his role as president, he developed new ways to keep track of his papers. Why was this significant? Use two details from the text to support your answer.” • Student A (day one)---Lincoln had a lot of new things to do. Keeping papers in his hat was not good because other people in the White House could not find them. • Student A and B (together, next day)---Lincoln had a lot of new things to do and people to work with. His idea of keeping papers in his hat didn’t work well for when he became president because other people in the White House needed to work on the same papers. He “developed files to organize the papers” and then other people could help him do his work.

HS American History • Exit Card--- Review the two documents (newspaper article & taxation cartoon)provided. Think about the causes of the American Revolution and consider the documents provided. Please write 2-3 sentences and reference at least one document as you respond to the following: What caused the revolution?

Student Response • Student A: The French and Indian War was very expensive. The colonists did not want to be taxed with out representation. • Teacher feedback: Both sentences are true and clear. How might you use the documents or other information to support your answer?

Student Response • Original: The French and Indian War was very expensive. The colonists did not want to be taxed with out representation. • Revised based on feedback: It surprises many people that economic pressure caused the revolution. The French and Indian War was very expensive (Doc A-article). After the French and Indian War was over the British wanted to have the war paid for. The colonists did not want to be taxed without representation. Over time, that led the American Revolution.

Allowing Revision • Allowing revision is critical as students learn through the revision and feedback cycles of formative assessment processes. • Sharing models/answers and conversation about them is essential. • Formative assessment feedback must be used by students to improve work, skills, and/or concepts.

Finding “Time” • Use concise feedback • Make strategic goal oriented choices • Build time into the lesson/unit/weekly flow for focus on individual students • Keeping records and engaging students in the evidence review and documentation

“Time” Examples from Component Districts Elementary Level: A-B-C-D-E-F six days/ each of 30 students assigned a day/ teacher meets and documents impressions of the “check up” Secondary Level: “Check up” on course website/courseware Both: By collecting micro data about what children know and can do, makes the time on teaching more efficient and productive

Common Formative and Interim Assessments Together • Blending of common formative assessments with interim data provides a rich picture of teaching/learning/assessment over time

What do you see? What does it tell you?

In Sum… Districts that have successfully used common formative assessments in our region: • Selected a small number common formative assessments • Encourage teachers to immediately address micro data • Have “time” in place • Assure that feedback facilitates students increased capacity • Help teachers see how impactful the teaching/assessment/reflection-planning cycles are with data from the interim assessments. • Connected common formative assessments with interim assessments and teaching practices

Getting to the “I” in DDI:

Getting to the “I” in DDI:

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