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(IN)FORMATIVE ASSESSMENT: CHANGING CLASSROOM PRACTICE

(IN)FORMATIVE ASSESSMENT: CHANGING CLASSROOM PRACTICE. Session Goals. Define Formative Assessment Identify the Elements of Formative Assessment Explore Formative Learning and Assessment Tasks Operationalize Formative Assessment in the Classroom. Are teachers assessment savvy?.

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(IN)FORMATIVE ASSESSMENT: CHANGING CLASSROOM PRACTICE

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  1. (IN)FORMATIVE ASSESSMENT: CHANGING CLASSROOM PRACTICE

  2. Session Goals Define Formative Assessment Identify the Elements of Formative Assessment Explore Formative Learning and Assessment Tasks Operationalize Formative Assessment in the Classroom

  3. Are teachers assessment savvy? • Skilled in gathering accurate information about student learning? • Using that data effectively to promote further learning?

  4. Or…do teachers TEACH, TEST, AND HOPE FOR THE BEST? Wiggins, 1998

  5. http://www.alite.co.uk/readings/black.htm

  6. Assessment Cycle

  7. Formative Assessment: • Teachers gather and interpret evidence to create a roadmap for optimal student learning.

  8. Finding “Just the Right Gap” • Formative assessment is the means to identify the “gap” between a learner’s current status and the desired goal. • Different students will have different “gaps.” • Sadler, 1989

  9. Matching Action to the “GAP” • The zone of proximal development • Scaffolding instruction

  10. DISTAL ZONE A student who will be challenged to learn the material or lacks the pre-requisite knowledge. PROXIMAL ZONE A student who is ready to learn this or is on grade level. CURRENT KNOWLEDGE A student who is ready to move beyond this or is above grade level. Justin Monica Marisol Paul Robert Jack Mary Ann Jennifer Jon Travis Carol Michelle Joseph Daniel Melissa Matching Action to the “GAP”

  11. Developing Learning Progressions

  12. Giving FEEDBACK to Students • Clear, descriptive, criterion-based feedback to students that indicates: √ where they are in the learning progression √ how their response differed from that reflected in desired learning goal √ how they can move forward

  13. Rubrics and the Feedback Process http://flenj.org/CAPS/?page=147

  14. Sharing Ownership • Teachers and students share understanding and ownership of the learning goals • Students self-assess progress toward specific goals • Teachers give feedback to students; students give feedback to teachers • Students make more knowledgeable decisions about learning strategies

  15. Good learning tasks are good formative assessments.

  16. Teaching/Learning Process • On-going, day-to-day classroom assessment • Informal • Class discussions • Teacher – student dialogues • Observations • Student groups • Bell-work and/or exit strategies • Self- and peer-assessments • Formal • Quizzes and/or tests – graded or non-graded • Writing assignments w/descriptive feedback • Presentations, speeches, etc.

  17. Pre-Assessment Surfacing Learners’ Prior Knowledge Concept Maps Drawing related to topic or content Guess Box Surveys/Questionnaires/Inventories Interest survey KWL charts and other graphic organizers Open-ended Questioning Prediction Student interviews Teacher observation/checklists Writing prompts/samples or any Pre-writing activity

  18. Mind Mapping

  19. Pre-Assessment: Mind Mapping

  20. Formative Assessment Interpretive Mode Comprehension of words, concepts, ideas, meaning of written and oral texts that are culturally authentic and produced for native speakers • • Text, poem, film, work of art, song, poem, advertisement, music video, book • • Translation is not an Interpretive mode task.

  21. Sample Formative Tasks in the Interpretive Mode • Fill in graphs, charts, forms, graphic organizers • Follow a route on a map from oral/written directions • Check-off items in a list • Draw what is described • Put events from a story in logical order • Listen for the gist—identify main idea • Create questions from info in the piece • Compose a title or headline for a reading or listening selection

  22. Sample Formative Tasks in the Interpretive Mode -“Traffic Light” Cards – Red, Yellow, Green • White boards • Stand up if… • Finger Signaling • Ripped Vocabulary

  23. Ripped Vocabulary

  24. Sample Formative Tasks in the Interpretive Mode • After searching online about events in Munich, create a two-day itinerary for you and your family. • Create a web or a cinquain poem that captures what we’ve learned today about… • Draw a symbol that best portrays this story’s character as you now understand him (her), and write a brief explanation as to why you chose that symbol. • ?

  25. Sample Formative Tasks • Exclusion Brainstorming Ras-le-bol des mots qui blessent ! • Appartenir à un groupe insulter le look • L’individualisme une enquêteêtre nul • préjugé l’affaire du foulard le jugement • Grosse tête des moqueries l’apparence • L’injustice l’ambiance positive les ados • Protester le silence la bonheur • Le bouc émissaire la solidité blesser Directions: Cross out the words you don’t think will be found in this selection and circle the words you think you will find.

  26. Sample Formative Tasks • Exclusion Brainstorming The student identifies the word/concept that does not belong with the others, then orally or in writing explains his reasoning: • My Carbon Footprint – pollution, land usage, overpopulation, geography • Living a Healthy Life – food pyramid, texting, leisure activities, allergies • Getting Ready for School – doing homework, playing a video game, packing a school bag, taking a shower, • ?

  27. Interpersonal Mode Spontaneous exchanges that involve negotiation of meaning between people. They are unrehearsed, non scripted. Come with information the other learner does not have, creating an info gap to provide and obtain information Memorized, scripted dialogue readings, or skits are not Interpersonal Mode tasks. • •

  28. Interpersonal Mode • Info Gap • Socratic Circle • Pick roles from a story and have a conversation between the two characters • Blog with teens in the target culture • Share information on a Facebook page • Make a purchase • Order in a restaurant • Obtain directions • Converse Face to face or by telephone • Debate issues • Make plans

  29. Sample Interpersonal Tasks

  30. Sample Interpersonal Tasks Ask your partner questions to find 5 differences between your pictures. Remember that you cannot look at each other’s pictures.

  31. Presentational Mode Learners solve problems, create a new product, use the content for a real world purpose other than display for the teacher or classroom. Learners have time to rehearse, revise, rewrite, consult sources, or otherwise prepare ahead of time.

  32. Presentational Mode • Demonstrate how to prepare a recipe • • Create a guide or school/town for an exchange student • • Write a letter of introduction to a school in the target country • • Develop a web page (mock facebook or my space page) • • Design an advertisement or classified ad • • Write a new beginning or ending of story, song • • Solve a problem • • Take part in a TV or radio spot • • Design a survey and present findings • • Create a Public Service Announcement • • Write Poem, Song, Rap • • Design a Storyboard

  33. Presentational Mode You are a travel agent with clients who have different interests and need. Create an itinerary suited for each group, keeping in mind the possible interests and needs of the client. 1. A family of 5 with young children. 2. A businessperson who is a history buff. 3. Three college students with a limited budget. 4. Grandparents who love small towns, local crafts, and music. • • • •

  34. Sample Presentational Task • 3-2-1 -Identify 3 characteristics of Formative Assessment that differs from Summative. -List 2 important ideas about Formative Assessment that you will share with colleagues -Provide one good reason why teachers should alter their classroom practice to include formative tasks.

  35. Checking for Understanding

  36. Checking for Understanding

  37. More effort has to be spent in framing questions that are worth asking: that is, questions that explore issues that are critical to the development of student understanding. (Black et al., 2003)

  38. Bloom’s Taxonomy

  39. Questions (Tuffin, 2003)

  40. Closure EXIT PASS: Please fill out COMPLETELY and THOUGHTFULLY and turn in before you can leave. What are four things that really squared in your head today? 1. 2. 3. 4. Name one question that you have going around in your head from what you learned today. Q: What are three things you want to remember from the lesson/presentation today? 1. 2. 3.

  41. Priscilla Russel Supervisor of World Languages, ESL, and Bilingual Education Princeton Regional School District Priscilla_russel@monet.prs.k12.nj.us Rosanne Zeppieri Supervisor of World Languages K-8 West Windsor-Plainsboro Regional School District Rosanne.zeppieri@ww-p.org

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