To Test or Not to Test? ...that is the question!

1. To Test or Not to Test? ...that is the question! By: Sandy Church and Linda Lerch

2. That’s not the real question…The real question is…Why do we test? And why use formative assessments?

5. Today’s Objectives • Communicate the importance of formative assessment • Distinguish between formative, benchmark, and summative assessment • Share with others how formative assessment fits into a balanced assessment system

8. What Are The Key Words? Formative assessment is a process used by teachers and students, during instruction, that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.

10. What is Our Goal? • To provide evidence that will guide and inform daily instruction • To actively involve all students in the teaching/learning process • To narrow the achievement gap between low and high achievers

11. 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

12. 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 Thumbs up – Thumbs down PDSA quiz (if not graded)

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 PAs CFAs PDSA Quiz (if graded) Quarterly Writing K-2 Literacy Weekly Test

15. Summative Assessments • Annual “snapshots” of learning • Shows evidence of student learning for the year • Determine the effectiveness of instruction, strategies, or curriculum How often do we use this type of assessment? Annually Bi-annually As close to the end of year End of unit study

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

18. Components Of A Balanced Assessment System • Formative Assessments • Benchmark Assessments • Summative Assessments

19. Where am I Going? How Do I Close the Gap? Where am I Now?

20. NC FALCON North Carolina’s Formative Assessment Learning Community’s Online Network

21. To provide North Carolina teachers with a basic understanding of formative assessment and illustrate the role it should play in a comprehensive, balanced assessment system • A comprehensive, balanced assessment system includes formative assessment, interim/benchmark assessments, and statewide assessments that are aligned to state standards. • Formative assessment is an essential component of this system because it forms the foundation of teaching and learning and should occur more often than any other assessment.

22. In contrast to summative assessment, formative assessment is focused on collaboration in the classroom and identifying learning gaps during instruction that can be addressed before end-of-year, summative assessments. • The activities teachers will be asked to complete during the modules include the following: • reflect upon current practice using digital journals • observe other teachers using formative assessment • practice implementing formative assessment in the classroom • develop and implement formative assessment plans, and post comments in the online Professional Learning Community (PLC)

23. NC FALCON is intended to serve as a primer for teachers to learn more about the impact formative assessment can have on their instruction and help their students achieve targeted learning goals. Whether a beginning or seasoned teacher, the NC FALCON formative assessment modules provide a solid framework on which to build effective formative assessment practices in the classroom. Implementing these strategies provides feedback to adjust ongoing teaching and learning that will improve students’ achievement of intended instructional outcomes.

25. NC Falcon’s 5 Modules • 1. Importance of Formative Assessment • 2. Clear Learning Targets • 3. Collecting and Documenting Evidence • 4. Analyzing Evidence and Descriptive Feedback • 5. Administrator's Role in Formative Assessment

26. LEA Formative Assessment Committee Participate in the Process of the Online Module DPI Models Process for LEA Formative Assessment Committee DPI and LEA Discuss the Monitoring and Evaluation Process

27. Now For A Self-Assessment Activity • Categorize the different types of assessments into 3 different columns on the next slide. • Use your mouse and click on a description box, release and move it to the correct column, click again to set it. • When you are finished, manually advance to the next slide to see how well you did on the self assessment activity. • We will check these as a Share Out at the end.

28. Self-Assessment Activity Formative Benchmark Summative Teacher or Textbook Quizzes, Tests Student Reflections/ Journals English Language Proficiency Test Vocabulary Quiz End of Unit Test NC End-of-Grade NC End-of-Course Questioning 9 Weeks or Quarterly Assessments Mid-term Assessments Writing Tests Technology Test Descriptive Feedback Un-graded Classwork or Homework Interviews Discussions Graded Role Play Teacher Observations Learning Activities Teacher-Student Conference

29. Self-Assessment Activity Formative Benchmark Summative Questioning Interviews Teacher or Textbook Quizzes, Tests NC End-of-Grade End of Unit Test Discussions Student Reflections/ Journals Vocabulary Quiz NC End-of-Course Learning Activities Un-graded Classwork or Homework Graded Role Play Writing Tests Descriptive Feedback Teacher Observations Mid-term Assessments Technology Test 9 Weeks or Quarterly Assessments Teacher-Student Conference English Language Proficiency Test So…How did you do? The correct answers do not have to be in a particular order but they must be under the correct category.

30. Reflection • We value your feedback • Exit card today will be to post Plus/Delta feedback