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Formative Assessment

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micah alquero
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25 views19 pages

Formative Assessment

Uploaded by

micah alquero
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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INFUSING

FORMATIVE
ASSESSMENTS
INSTITUTE DAY
2018
TURN A N D TALK

• What is formative assessment? (Define it.)


• Why use it? (What is its purpose and how can it be
powerful?)
CORE QUESTION:WHEN A N D H O W C A N I INFUSE
FORMATIVE ASSESSMENTS INTO MY TEACHING TO
HELP MY STUDENTS
LEARN?
AGENDA OBJECTIVES
• Intro/Foundation • We will share a common
• Assessments… understanding of different types of
• before instruction assessments and how they can be
• between classes used.
• within a class • We will leave with new ideas for
• What to do with information ways we can use short
from formative assessments assessments that provide us with
formative information to inform our
teaching.
DEFINING ASSESSMENT

Assessment is…
• “…the wide variety of methods or tools that educators use to evaluate,
measure, and document the academic readiness, learning progress, skill
acquisition, or educational needs of students.”1
• “…the process of describing, collecting, recording, scoring, and interpreting
information about learning.”2
(1)http://edglossary.org/assessment/

(2)http://tutorials.istudy.psu.edu/testing/testing2.html
TYPES OF ASSESSMENT
(THERE ARE MORE BUT FOR OUR PURPOSES TODAY WE’LL TALK ABOUT
THREE)

• Summative: Formal assessments that are given at the end of a unit, term, course, or
academic year.
• Measurement OF learning

• Interim/benchmark: Assessments administered during instruction that are designed to


evaluate students’ knowledge and skills relative to a specific set of goals to inform
decisions in the classroom and beyond.
• Measurement OF and FOR learning

• Formative: assessment carried out during the instructional process for the
purpose of “near- immediate” improvement of teaching and learning. It is more a
process than a thing.
• Measurement FOR learning

• A single assessment could be used in multiple ways (an interim assessment


could be used formatively).
TYPES OF ASSESSMENT (CONTINUED)

Summative: at the end of


learning

Interim: a pause in

learning Formative:

part of learning

Unit Unit Unit


1 2 3
AHA! FROM STEVEN LEVY

• The culminating project or demonstration of learning does not always have to


be assessed. Sometimes we can assess the smaller parts that lead to a
bigger performance of student understanding.
DIFFERENT TIMES FOR FORMATIVE
ASSESSMENT
•Before • A crucial component of
formative assessment is that you
instruction need to see ALL students
thinking.
•Between • Formative assessment is not for
grading – doesn’t mean you can’t
classes “score” them (if that fits the
assignment) but it shouldn’t count
•Within a against students.
lesson • The assessment should be
formative for the educator A N D the
student – students need feedback.
FORMATIVE ASSESSMENT IS ONLY
FORMATIVE IF IT’S ACTUALLY USED…
• “Practice in a classroom is formative to the extent that evidence about
student achievement is elicited, interpreted, and used by teachers, learners,
or their peers, to make decisions about the next steps in instruction that
are likely to be better, or better founded, than the decisions they would
have taken in the absence of the evidence that was elicited.” –Black &
Wiliam, 2009.
FORMATIVE ASSESSMENT BEFORE
INSTRUCTION
• At the beginning of a unit (or even year/when students arrive) to
understand what students already know/can do and are interested in.
• Examples:
• Think, Puzzle, Explore routine on a topic (to understand not only what students might
already know but also what they are curious and interested in related to a topic)
• Pre-assessment (one question/skillmany questions/skills)
• Could take many forms:
• Multiple choice
• Short answer, fill in answers
• More extensive writing, drawing, mapping, etc.
FORMATIVE ASSESSMENT BETWEEN
CLASSES
• Diagnostic Questions: carefully crafted questions that provide information
which informs immediate next steps in learning. Good diagnostic questions:
• Assess understanding of a learning target
• Uncover student misconceptions
• Make it unlikely that students could get the correct answer for the wrong reason
• Elicit a response from all students
• Results in instructional action

• These questions are “diagnostic” because not only do they show what students
know/can do but they will also provide insight into student thinking and the nature
of any misconceptions.
VIDEO 1: MULTI-TIERED EXIT
SLIPS
• See,Think,Wonder
• What do you see?
• What do you think about
that?
• What does it make you
wonder?

• Video 1: Multi-tiered exit


slips
FORMATIVE ASSESSMENT WITHIN A
CLASS
• These are both examples that are used to start a lesson, but they could
also be used throughout one.
• Video 2:The One Question Quiz
• Video 3: My Favorite No
FORMATIVE ASSESSMENT IN A MOMENT

• Diagnostic Hinge Point questions


• Based on an important concept in a lesson that is essential for students to
understand before moving on
• Results determine whether to continue on or take a different route (the next
steps “hinge” on students’ responses
• Every student should be able to respond in just a few minutes and you should
be able to look at and assess everyone’s answer within a minute
• Know in advance what your threshold is for moving on or changing course
T W O NOTES

1. No matter what type of assessment (formative, interim,


summative) or when (at the beginning of instruction, between
lessons, within a lesson) a core part of our work as educators
is to create opportunities for our students to make their
thinking visible.
• Visible Thinking Routines
T W O NOTES

2. Depth of Knowledge
• Not sequential or
developmentally- constrictive
• Example: preschoolers create
art all the time without going
through levels 1-3 first.

Source: Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005.
Wisconsin Center of Educational Research. University of Wisconsin-
Madison. 2 Feb. 2006.
WHAT D O YOU D O WITH FORMATIVE
ASSESSMENTS?
• Feedback
• Investigate or extend student thinking
• Re-group, Re-engage, Re-teach
• Stations
• Mini-lesson you have at the ready
• Whole class discussion to clarify a
misconception
• Move On
• Video 4: Students self-identify their needs
ARTICLE BY DYLAN WILIAM

• Adapted Jigsaw – 5 parts


1. Intro + Formative Assessment
2. Key Strategies of Formative Assessment—Learning
Intentions
3. Eliciting Evidence
4. Feedback + Students as Learning Resources for One
Another
5. Students Owning Their Own Learning + Conclusion
TECHNIQUE TRACKER

• Partner up and look through the technique tracker.


• Identify at least one new technique that you will try in your context in the
coming week.
• Support one another by brainstorming tweaks/adaptions and troubleshooting
things that might get in the way.

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