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Formative Assessment: An Enabler of Learning

Formative Assessment: An Enabler of Learning. OAKLAND SCHOOLS. Waterford, MI | February 28, 2014. 9 :00 Presentation 10:30   Break 10:45 Presentation continues 12:00 Lunch 1 :00 Team discussion 2 :00 Q & A and closing remarks 3 :00 End. Agenda.

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Formative Assessment: An Enabler of Learning

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  1. Formative Assessment: An Enabler of Learning OAKLAND SCHOOLS Waterford, MI | February 28, 2014

  2. 9:00 Presentation 10:30   Break 10:45 Presentation continues 12:00 Lunch 1:00 Team discussion 2:00 Q & A and closing remarks 3:00 End Agenda

  3. Overview Setting the Context Assessments Within the System Formative Assessment Feedback Learning Progressions for Formative Assessment

  4. SETTING THE CONTEXT:NEXT-GENERATION STANDARDS AND ASSESSMENTS

  5. ELA CCSS • Reading: Engage with complex texts to build knowledge across the curriculum • Writing: Use evidence to inform, argue and analyze • Speaking and Listening: Work collaboratively, understand multiple perspectives, and present ideas • Language: Develop and use the linguistic resources to do all of the above (Bunch, Kibler & Pimental, 2012)

  6. Shifts in Perspective for ELLs (Heritage, Walqui, & Linquanti, 2013)

  7. Annual Assessments • Smarter Balanced ELA Summative Assessments • 43% DOK3 • 25% DOK4 • Reflect a dramatic increase in rigor (Herman & Linn, 2013)

  8. Depth of Knowledge • DOK1: Recall of a fact, term, concept, or procedure; basic comprehension. • DOK2: Application of concepts and/or procedures involving some mental processing. • DOK3: Applications requiring abstract thinking, reasoning, and/or more complex inferences. • DOK4: Extended analysis or investigation that requires synthesis and analysis across multiple contexts and non-routine applications. (Web et al., 2005)

  9. Not Speeding to Superficial Learning

  10. Substantive insights along the way to support deep learning

  11. National Research Council (2012) Ongoing formative assessment by teachers can provide guidance to students which supports and extends their learning, encouraging deeper learning and the development of transferable competencies (p. 188)

  12. ASSESSMENTS IN THE SYSTEM

  13. Assessments in the System student standards minute by minute daily weekly unit quarterly annually (Adapted from Herman & Heritage, 2007)

  14. Assessment Cycles • Extended periods of instruction • Long-term goals • Sampling of learning

  15. Assessment Cycles • Interim goals • Progress monitoring • What has been learned

  16. Assessment Cycles • Short-term goals • Informing immediate teaching and learning

  17. Different Levels of Detail for Different Purposes Annual Assessments Interim Assessments End-of-Unit Assessments Minute-by-minute, Daily, Weekly Assessment

  18. Assessments in the System Instructional Feedback Student Involvement Instructional Adjustments student standards minute by minute daily weekly unit quarterly annually (Adapted from Herman & Heritage, 2007)

  19. FORMATIVE ASSESSMENT

  20. Discussion Review handout 1 and with a partner decide which statements about formative are true and which are false

  21. Formative Assessment: True or False? Formative assessment is a good idea, but there is no research to say it works Formative assessment is integrated into instruction Formative assessment helps teachers keep students learning on track to meet lesson goals In formative assessment teachers give oral and written feedback to their students Formative assessment is used to give grades

  22. Formative Assessment: True or False? Formative assessment is a specific type of test In formative assessment, students are involved in the assessment process Student metacognition is part of formative assessment In formative assessment, students give feedback to peers Instructional tasks can be used as formative assessment

  23. Formative Assessment… A test or instrument More frequent use of tests A score A one-time event Something that happens at the end of a period of learning Something only teachers do

  24. Formative Assessment… ……..a plannedprocessthat takes place continuously during the course of teaching and learning to provide teachers and students with feedback to close the gap between current learning and desired goals.

  25. Clear learning goals & success criteria Main Features 1 2 3 4 5 Eliciting evidence of learning Evidence–based adjustments to teaching Feedback to students Student involvement – peer and self-assessment

  26. Guiding Questions for Teachers Where is the learner going? (in this lesson) ? Where is the learner now? (in this lesson) ? ? Where to next? (in this or the next lesson) How to get there? ?

  27. Guiding Questions for Students Where am I going? (in this lesson) ? Where am I now? (in this lesson) ? ? Where to next? (in this or the next lesson) How to get there? ?

  28. So Far What squares with your thinking? What is circling around?

  29. FORMATIVE ASSESSMENT IN ACTION

  30. What features of formative assessment do you see in this video?

  31. What features of formative assessment do you see in this video?

  32. What features of formative assessment do you see in this video?

  33. What features of formative assessment do you see in this video?

  34. FEEDBACK

  35. Feedback “One of the most important roles in assessment is the provision of timely and informative feedback to students during instruction and learning…” (NRC, 2001, p.87)

  36. Feedback Should… • Be related to learning goals and success criteria • Be specific and clear • Provide the learner with suggestions, hints or cues for how to improve rather than correct answers • Focus on the task and not on the student • Be given when students have responded to initial instruction

  37. Feedback Feedback is only formative if it is USEDby students Teachers must allow TIME for students to use feedback Using feedback helps students develop LEARNING STRATEGIES

  38. Grades≠ Feedback • Grades do not meet any of the criteria of effective feedback • Grading is not part of the process of formative assessment

  39. Learning intention: To write an opening paragraph which introduces the “problem” and uses contrasts. • It was a bitter night in Birmingham. The old, grey walls glistened in the moonlight. There was a blanket of frost covering the whole car park, it was as if the whole place was a crystal. Max and Jenny had escaped from their beds to catch the culprit – Mr. Pedding. Abruptly, a blood curdling screech invaded the still quietness. Max spun around to see a huge bird, bigger than an eagle, bigger even than a full grown human being. It’s dark shadowy figure came lumbering towards them, getting closer and closer. Before they knew it, the creature had snatched Jenny and sped off with her, while Max watched in horror, speechless and motionless. • Could you have inserted a contrast- bird = huge children? • This would have served to emphasize how big the bird was (big in size and power over the children) in comparison to the children. • Student’s improvement  Max spun around to see a huge bird, bigger than an eagle, dwarfing the delicate children, making them seem inadequate. • (Clarke, 2005)

  40. Discussion Review the opinion piece on Handout 4 What written feedback would you give this student?

  41. So Far…. What squares with your thinking? What is circling around?

  42. LEARNING PROGRESSIONS FOR FORMATIVE ASSESSMENT

  43. Learning Progressions • Descriptions of how students’ learning of important concepts and skills in a domain develops • Rudimentary to increasingly sophisticated forms over a period of schooling – cognitive moves • Articulate the changes in the level of understanding that accrue with each successive step • Provide a connected pathway • Based on research and are empirically validated

  44. Why Progressions?

  45. K-8 Continuum for Assessing Opinion Writing - TCRWP • Level 1: Several unrelated pictures, may or may not be representational, with oral commentary. • Structure/genre • Elaboration/development • Concept of writing (craft by Gr. 4) • Meaning/significance or purpose • Level 10:An argument piece that supports a clear claim with reasons and relevant evidence, develops a point of view and often a counterclaim, and couches the argument in a larger theme or context.

  46. Teacher-Developed Progressions • Work with colleagues • Time consuming but deepens content knowledge • Progression for at least one grade level below and one above

  47. Teacher-Developed Progressions • Step 1: Start with some initial information and create a framework or model that you think is an accurate representation of how things really are • Step 2: Validate the framework or model

  48. Are the major building blocks in the learning progression addressed? Do the building blocks make apparent the cognitive moves across the progression? Do these moves make sense in terms of the demands to move from one cognitive state to another? Overall, is this a realistic representation, based on the knowledge we have so far, about how students learn this concept or skill in this domain? Use the responses to these questions to make refinements to the initial model. Initial Validation

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