Common Formative Assessments

1. Common Formative Assessments Assessments & Rubrics Marcia Hudzik A.C. Reynolds Staff Development October 29, 2013

2. How do we know when students are learning?

3. Assessment for Learning • Formative: given before and during the teaching process • Diagnostic: intended to be used as a guide to improve teaching and learning

4. Turn and Talk • With your PLC discuss the question… How do we assess students and provide feedback that increases student learning?

5. Measures of Student Learning • Classwork • Quizzes • End of unit Tests • Exams Almost all assessments can be formative It depends on how we use them!

6. Why Use Common Formative Assessments? • Measurable Student Learning • Skills • Content • Application/Analysis • Teacher Learning • Adjustments to content • Refine teaching of skills • Opportunities to increase student learning

7. Information Learned from CFA’s • Identify which students did or did not demonstrate mastery of essential standards • Identify effective instructional practices • Identify patterns of student mistakes • Measure accuracy of assessment • Plan and target interventions

8. Formative Assessment Cycle Examine Student Work Common Core & Essential Standards Administer Tasks Inform Teacher Knowledge Inform Instruction

9. The Good, the not so good, & Great! • Good assessments • Quizzes • Short written responses • Classroom/Homework Assignments Formative…if…. • Administered for feedback • Risk Free • Chance to improve learning

10. Not so good… • Administered….Graded….Returned With no chance for…. • Intervention • Extension • Demonstration of increased learning

11. Great Assessments! • Tied to clear learning goals • Fair, Short & targeted to match what has been taught • Teacher team analysis to pinpoint specific learning problems/experience • Instructional actions to address intervention/enrichment • Taking action in a timely manner

12. How do I create a CFA? Backwards Design • Identify content or skill to be assessed -essential content standard -common core skill Consider: 1. Which targets are most likely to cause certain students difficulty? 2. Which targets are most important or prerequisite skills for information to come later in this unit? 3. Which targets are absolutely necessary for students to know?

13. Decide how to Assess • choose the most appropriate assessment method • Assessment Plan • Type and # of items • Length of assessment • Timeline • Time to administer, score and meet to compare results • Write the assessment/rubric • Use guidelines for quality while writing assessment • What is a proficient score?

14. Match Targets & Methods Methods Selected Constructed Performance Respone Response Task Targets Knowledge mastery Reasoning proficiency Skills Ability to create Products

15. Types of Assessments • Exit cards • Agree/disagree statements • Observation checklists • Bullet points • Brief performance tasks • Graphic Organizers • Frayer Models The list goes on & on & on

16. How Often? • Enough to gain useful information • Not so much that it overwhelms • 2-3 times per unit…. • What works best for your team?

17. NC CCES Links • Essential Standards – all subjects • http://www.ncpublicschools.org/acre/standards/new-standards/ • Common Core – Math and ELA • http://www.ncpublicschools.org/acre/standards/common-core/ • Unpacking standards – all subjects • http://www.ncpublicschools.org/acre/standards/support-tools/#unpacking

18. LiveBinders & LEARN NC • Social Studies • http://www.livebinders.com/play/play_or_edit?id=112587 • ELA • http://www.livebinders.com/play/play/297779 • Formative Assessments at LEARN NC • http://www.learnnc.org/lp/pages/5992

19. Formative Assessment Help • http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html • Very deep and many can be adapted for common use

20. Sample Math Assessments • Sequence math problem solving • Types of equations to correct graphs • http://allthingsassessment.info/pdf/links/samplemath.pdf • http://apps.educationnorthwest.org/toolkit98/sample.html#Examples • Sample rubric for all types of Math assessments

21. Sample English/History Assessment

22. Goal… It’s not about grading… It’s about feedback

23. Turn and talk • What feedback practices do you find to be effective in your course? (i.e. feedback that promotes student learning)

24. Rubrics – effective feedback • Analytic or Holistic? • Analytic • To assess each criteria separately • Holistic • To quickly review student work

25. Holistic Rubric Parts 4 – Distinguished - list knowledge/skills descriptors 3- Proficient - list knowledge/skills descriptors 2- Developing - list knowledge/skills descriptors 1- Beginning - list knowledge/skills descriptors

26. Analytic Rubric Parts • Task Description • Levels of Performance • Dimensions or criteria for task • Description of the dimensions

27. Sample Rubric TASK DESCRIPTION:

28. Links for Rubric Construction • http://catcher.sandiego.edu/items/cee/charting_your_course_1_20_2011%205.pdf • http://www.marzanoresearch.com/resources/proficiency-scale-bank • http://www.uen.org/Rubric/rubric.cgi?rubric_id=13 • For math problems