The Michigan Formative Assessment Project

1. The Michigan Formative Assessment Project Laura Otten, Laurie Smith, and Sheila Larson Regional Formative Assessment Coaches December 6, 2010

2. GR Fowlerville Holland

3. Learning Targets Learning Targets for Series • I can describe the components of a balanced assessment system. • I can identify protocols for learning. • I can identify the components of an effective Formative Assessment PLC.

4. Assumptions… Chalk Talk

5. Summative Assessment Formative Assessment Classroom Assessment Formative Assessment Summative Assessment

6. Critical Distinction… Assessment FOR Learning: How can we use assessment to help students learn more? (formative) Assessment OF Learning: How much have students learned at a particular point in time? (summative)

7. Formative Summative

8. Formative and summative assessments are interconnected. They provide different levels of information on student learning at different points in time.Adapted from Ministry of Education, Wellington, New Zealand

9. Assessment in Support of Learning …it goes beyond merely providing judgments about student performance to providing rich descriptions of student performance, —Rick Stiggins, 2006

10. Knowing Exactly What Students Know and Knowing it NOW “The central idea is that we should use assessment to influence learningand that the teaching should be contingent on what students have learnt. . . So that while we’re teaching we collect evidence about where the students are to make adjustments to our teaching to better meet our students’ learning needs.” —Black, P. & William, D. (2006)

11. The Soup Analogy When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative. —Stake, R. (2004)

12. How often should data be collected? Annually 2-4 Times a year Quarterly or end of the unit 1-4 times a month Daily/weekly

13. Formative assessment is a plannedprocess -W. James Popham, 2008

14. Using Data to Identify Learning Gaps Formative assessment can identify students’ learning gaps at a time when the learning is still taking place and timely interventions can be made

15. Components of Formative Assessment

16. Stand Up if you… http://www.simmons.edu/conferences/btc/i/new_teachers_j_kozol.jpg

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18. http://office.microsoft.com/en-us/images/?CTT=97

19. http://office.microsoft.com/en-us/images/?CTT=97

20. http://www.wharton.upenn.edu/mba/images/mbal2_academics_learning_team.jpghttp://www.wharton.upenn.edu/mba/images/mbal2_academics_learning_team.jpg

22. http://1.bp.blogspot.com/_I3H0ZuyGL9g/RmNIf1_MUFI/AAAAAAAAALs/0uZdFY_8D4k/s1600/apathetic.bmphttp://1.bp.blogspot.com/_I3H0ZuyGL9g/RmNIf1_MUFI/AAAAAAAAALs/0uZdFY_8D4k/s1600/apathetic.bmp

23. http://krapps.com/wp-content/uploads/2009/07/LadyHuhFINAL.jpghttp://krapps.com/wp-content/uploads/2009/07/LadyHuhFINAL.jpg

24. http://office.microsoft.com/en-us/images/?CTT=97

25. Hamilton High School

26. Hopes and Fears2008/09 School Year Hopes Work collaboratively / purposefully as a group Open up to others, analyze & share (both good & bad) Gather Evidence Impacts classroom practice as much as I hope Work will inspire others to action Support others as needed … “just right” Fears Maintaining focus outside of dedicated meeting time Convincing staff … F.A. & common summative (balance) team as point persons for nay- sayers Distraction due to other initiatives / responsibilities Improving enough to help lead / be catalysts

27. Hamilton High School Norms • Be prepared to dedicate share time in every meeting • Maintain a record of our collective work • Share all successes and/or failures without fear • Designate time for implementation

28. Hamilton High School • Met every two weeks • Agenda • Sharing Time – • Discussions about readings • Interactive discussion concerning use of FA tools • How has this effected students? • Set individual goals for implementing next monthly theme • Set time for classroom visits

29. Baldwin Street Middle SchoolHudsonville Public Schools • Principal • Assistant Principal • Teachers from Science, • Math, and Social Studies Once a month meeting, for 4 hours Two times for full day sessions

30. Hopes and Fears Hopes New strategies that work Develop a climate of sharing and observing each other Impact student learning/ increase achievement Build enthusiasm, purpose, professionalism Constructive atmosphere Foster culture of student ownership Increase metacognition Fears Finding time in our classrooms to DO all of this What about the RESISTANT staff members? Staff development time and time to create shared vision How do we take what we learn and “grow” with our entire staff and our student body?

31. Baldwin Street Middle SchoolNorms • Have a purpose/Be purposeful • Approach new ideas with a positive, open mind • Be willing to share and try new ideas • Manage our time and materials wisely • Stay focused!

35. Formative Assessment Teams • Year 1 • Hamilton High School • Year 2 • Baldwin Street Middle School • Spring Lake Middle School • Harbor Lights Middle School • Macatawa Bay Middle School • Careerline Tech Center • Year 3 • Riley Street Middle School • Jenison High School • Hamilton Public Schools (District-wide)

38. OAISD and Formative Assessment • Assessment Academy Year 1 • Balanced Assessment • Assessment Academy Year 2 • Grading • Blended Learning Course • Book Studies

39. Contact • Laura Otten, Kent ISD • lauraotten@kentisd.org • Laurie Smith, Ottawa Area ISD • lsmith@oaisd.org • Sheila Larson, Fowlerville Public Schools • larsons@fvl.k12.mi.us