Formative Assessment

1. Formative Assessment Presentation by: Lora Drum, Mia Johnson, Alycen Wilson CCS Curriculum Specialists

2. Skilled in gathering accurate information about students learning? • Using it effectively to promote further learning? Are You… ASSESSMENT SAVVY? Please read the statements on the Anticipation Guide and mark the left hand column with Agree or Disagree.

3. Session 2 Objectives To understand the purpose and importance of Formative Assessment and obtain some practical activities to implement into daily instruction.

4. Participant Expectations: • I can communicate the importance of formative assessment. • I can share with others how formative assessment fits into a balanced assessment system. • I can distinguish between formative, benchmark, and summative assessments.

5. Four Corners Pre-test What is Formative Assessment? • Used for assigning grades • End of Grade tests • Drives Instruction • Only given 3 times a year

6. Formative Assessment The word “assess”… comes from the Latin verb “assidere” meaning “to sit with”. In assessment, one is supposed to sit with the learner. This implies it is something we do with and for students and not “to” students. (Green 1998)

7. Five Assessment Myths and Their Consequences By Dr. Rick Stiggins

8. The Assessment–Instruction Process Pre – Assessment “finding out” Summative Assessment “making sure” Benchmark Assessment “formal check-up” Formative Assessment“checking in” “feedback” “student involvement”

10. Let’s Have Some Fun Taking Notes… Grab a piece of paper… -Fold paper hotdog style -Fold into thirds -Open and cut along the creases on the top flap only -Label the last flap: Summative Assessment -Label the middle flap: Benchmark Assessment -Label the first flap: Formative Assessment Is this something your students can do?

11. Summative Assessments • “Snapshots” of learning over time • Shows evidence of student learning for the year • Determines the effectiveness of instruction, strategies, or curriculum How often do we use this type of assessment? Annually Bi-annually End of year/course End of unit study

12. Who uses these results? School Board Members Legislators District Staff Teachers Students and Parents PLCs What are Some Examples? Unit Tests EOGs K-2 EOY Any Cumulative Final Assessment (End of Year)

13. Benchmark Assessments • Used to determine how much learning has taken place up to a particular point in time • Used to identify learning issues for targeted groups • Used to assign grades and communicate progress • May determine how well a program / strategies / curriculum is working How often do we use this type of assessment? Given periodically throughout the year Between and among instructional units

14. Who uses these results? School Leaders District Officials Curriculum Specialists Teachers Students and Parents PLCs What are Some Examples? ClassScape Unit Tests Selection Tests

15. Formative Assessments • Assessments to drive / inform instruction • Assessments for learning • Gives descriptive feedback to students about their learning • NOT GRADED…Not used as accountability How often do we use this type of assessment? Daily Weekly During instruction

16. Who uses these Results? Teachers Students Parents (when applicable) What are Some Examples Whiteboards Response cards Personal response systems Whole class discussion Observations Teacher / student conference Overt Responses

17. Occurs while still time for action before formal grading occurs • • Allows teachers to adapt instruction immediately while learning is still in progress (mid-course correction) • • Allows students to know exactly where they don’t understand • • Part of daily instruction

18. Assessment forLearningAssessmentofLearning Summative Assessment (Assessment OF Learning) Pre – Assessment Formative Assessment(Assessment FOR Learning) Benchmark Assessment “formal check-up”

20. Balancing Assessments for Students • Formative • Not usually grade accountable • Student involvement • Part of instruction • Forms direction of daily instruction • Assess teaching • Summative • Classroom Tests • State Tests • District Tests • High accountability • Assessment of students

21. Shifts in Assessment 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 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

22. 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 data driven instruction and leaving no child behind.

23. TeacherActions • Monitoring of student work • Monitoring classroom (group) discussion • Good questioning • Give opportunities for students to work (not just take notes/listen to lecture/watch teacher work problems)

24. Student Actions • Working in pairs, groups, or individually. • Sharing work/explaining work to others. • Answering questions

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

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

27. Self Assessment Activity Formative Benchmark Summative Student Journals Teacher Tests and Quizzes English Language Proficiency Test Vocabulary Quiz End of Unit Test NC End-of- Grade End-of-Course Descriptive Feedback Questioning Quarterly Assessments Mid-term Assessments Writing Tests Technology Test Un-graded Class work or Homework Interviews Discussions ClassScape Teacher Observations Learning Activities Teacher-Student Conference

28. Formative Benchmark Summative Questioning Student Journals Vocabulary Quiz English Language Proficiency Test End-of-Course Discussions Interviews Teacher Tests and Quizzes NC End-of- Grade Learning Activities Un-graded Class work or Homework ClassScape End of Unit Test Descriptive Feedback Teacher Observations Mid-term Assessments Writing Tests Teacher-Student Conference Quarterly Assessments Technology Test Self Assessment Activity Answers

29. The Formative AssessmentFramework Where am I now? Where am I going? How do I close the gap?

30. Fist to Five Self- Reflection Answer the questions in the following way: -5: I do this all the time in my classroom; this happens daily -4: I do this on an ongoing basis; this happens consistently -3: I do this frequently, or this happens frequently in my classroom -2: I do this sometimes, or this sometimes happens in my classroom -1: I do this infrequently, or this happens infrequently in my Classroom -Fist: I don’t do this, or this doesn’t happen in my classroom

31. 1. I understand the relationship between assessment and student motivation and use assessment to build student confidence rather than for threat of punishment. 2. I articulate, in advance of teaching, the achievement targets my students are to hit. 3. My students describe what targets they are to hit and what comes next in their learning. 4. My students are actively, consistently, and effectively involved in assessment, including learning to manage their own learning through the skills of self-assessment. 5. My students actively, consistently, and effectively communicate with others about their achievement status and improvement.

32. Seven Strategies of Formative Assessment

33. How do you typically assess students in your classroom? “Rally Robin” http://www.online-stopwatch.com/large-stopwatch/

34. Now I know what it is… what does it look like in my room? Clear Learning Goal ManipulativesPaper/Pencil“Free” Pinch Sticks Foldables Fist to Five Index Cards Graphic Organizers Thumbs up/down White Boards Exit Tickets 4 Corners Sticky Notes Shaping your Thinking Jigsaw 3-2-1 Think/Pair/Share Quick Write/Quick Draw

35. Share Out= Other Examples of Formative Assessment *Participants identify examples we have modeled or shared already today *Participants brainstorm own classroom examples *Refer to handout examples *Share Examples on Powerpoint – ABCs of Formative Assessment

36. The ABC’s of Formative ASSESSMENTS

37. Alphabet Graffiti Anticipatory Guides (pre- and formative)

38. Bump in the Road or Muddiest Point(formative) Write down something from the lesson that students find confusing or difficult. Collect responses and review, OR Form small groups and ask students to share their “bumps” and seek clarification.

39. Crumpled Question Toss(formative) Each student writes a question about something discussed during the unit (or questions are pre-written) Crumple paper and gently toss to another. Open crumpled paper and answer the question. Re-crumple and toss. Add any needed additional information. Re-crumple and toss a third time. Final student makes changes/additions, the presents the question/answers with class.

40. Card Trick(formative) Each student picks a playing card. When the teacher asks a question or gives a problem, discuss it with your partner. The teacher will say something like, “all red cards stand” or “all Kings stand.” The teacher will pick someone who is standing to respond.

41. Dry-Erase Back to Back Boards(formative) You and your partner each get a mini-white board and stand back-to-back. The teacher asks a question and you each answer on your board. When the teacher says “turn around” you show each other your answers and discuss.

42. Entrance or Exit Cards(pre- or formative) Students write a response to a teacher generated question on a slip of paper. Teacher can review and re-teach. Entrance cards – questions related to upcoming learning. Exit cards – questions related to completed instruction. Variation – use same question for both Entrance and Exit.

45. 3-2-1 Exit Card

46. Exit Card Name Question: (formative) Not at this time YES Rate yourself: 1 = high confidence 2 = medium confidence 3 = I’m not sure on this Would you help someone else learn this?

47. Teacher posts questions, concepts, or vocabulary words in each of the corners of the room. Each student is assigned a corner. Once in the corner, the students discuss the focus of the lesson in relation to the question, concept, or words. Students may report out or move to another corner and repeat. After students have moved, as a writing assignment they should be encouraged to reflect on changes in opinion or what they have learned. Four Corners(formative)

48. Graphic Organizers or Learning Logs(pre- or formative)

49. Math Graph Organizers or Learning Logs

50. Pre-Assessing Using Graphic Organizers