Formative Assessment

1. Formative Assessment • Michele • Jabin • Tahsha

2. Rick Wormeli: Formative and Summative Assessment • http://www.youtube.com/watch?v=rJxFXjfB_B4

3. What is Formative Assessment? • Is a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics • “Chapter 1.Formative Assessment: Why, What and Whether” - W. James Popham, Transformative Assessment

4. Definition 2 • Formative assessment is used every day in every lesson to adjust instruction and improve learning and allows for adaptations in daily lessons to meet the learning needs of students. • “Formative Assessment for Student Achievement and Engagement” - Alberta Initiative for School Improvement

5. Goal • Monitor students learning • provide ongoing feedback • helps teacher address issues of where students are struggling • students can identify their strengths and weaknesses • Improves studying tactics

6. Formative assessment is considered “low stakes”

7. Why We Need Formative Assessment? • Improves both quantity and quality of the information used for student assessment • Is also called complementary assessment. The purpose is to help students better understand the material, leading to better scores on summative assessments. • “Act as learning tools before, during and after test administration”- Kari Smith, From Test Takers to Test Makers

8. Continuation... • Teaches students both factual aspects and analytical, discussion based knowledge of the concept is being covered • Focuses on feedback- helps students to learn what areas they need to work on • Studies have shown that formative assessment leads to substantial learning gains, especially amongst lower achievers- helps reduce the range of performance within the class

9. And most importantly... • Eliminates the “race for the top mark” and helps all students to reach their potential and go beyond what they had achieved previously • Replaces the belief that only a select few students can succeed with the belief that all students can succeed

10. Classroom Applications • Educators use formative assessments to assess how students are performing and how particular lessons are working for the class • Some types of formative assessments include individual whiteboards, Laundry Day, and the Appointment Clock

11. Individual Whiteboards • Display Answers • students can easily write short answers and then hold up their board • Partners • can practice spelling words • Quick Mood Gauge • draw a face; happy, neutral, or sad on their boards

12. Laundry Day • Students group themselves around 4 different types of laundry detergent • Tide; students believe that the information might drown them • Gain; students understand the basic concepts but are missing the finer details • Bold; students are fairly confident that they will pass the test, but still have a few questions • Cheer; students are certain that they will be successful on the test

13. Appointment Clock • Students find 3 separate partners to schedule appointments at the quarter hour, half hour, and 45 minute mark • Teacher begins the lesson and provides students with questions to answer during their appointments • Students move to their first appointment, while the teacher walks around listening to the discussions • Students continue this for the remainder of the lesson • Teacher can then understand what content the students are grasping and make any adjustments for future lessons

14. Class Activity • Appointment 1 • Question 1: What is your definition of formative assessment? • http://www.online-stopwatch.com/countdown-timer/

15. Class Activity • Appointment 2 • Question 2: What do you think the differences are between formative and summative assessment? • http://www.online-stopwatch.com/countdown-timer/

16. Class Activity • Appointment 3 • Question 3: What do you think are the downfalls of formative assessment? • http://www.online-stopwatch.com/countdown-timer/

17. Discussion!

18. Bibliography • Black, Paul, and Dylan William. Inside the Black Box: Raising Standards Through Classroom Assessment. N.p.: Phi Delta Kappa International, 11 Nov. 1998. PDF. • Dochy, F., M. Segers, and D. Sluijsmans. Studies in Higher Education. London: Routledge, 1999. PDF. • Dodge, Judith. "What Are Formative Assessments and Why Should We Use Them?" Teachers. Scholastic, n.d. Web. 18 Oct. 2013. <file:///Users/tahshaschabler/Documents/ED2500/What%20Are%20Formative%20Assessments%20and%20Why%20Should%20We%20Use%20Them%3F%20%7C%20Scholastic.com.webarchive>. • Formative Assessment for Student Achievement and Engagement. N.p.: Alberta Initiative for School Improvement, n.d. PDF. • Formative Assessment for Student Achievement and Engagement. N.p.: Alberta Initiative for School Improvement, n.d. PDF. • Lynette, Rachel. "Teaching Tools: 7 Ways to Use Individual Student Whiteboards." Minds in Bloom. N.p., 26 Feb. 2010r. Web. 24 Oct. 2013. <http://www.minds-in-bloom.com/2010/02/7-ways-to-use-individual-student.html>. • Popham, W. J. "Transformative Assessment." ASDC. N.p., Apr. 2008. Web. 28 Oct. 2013. <http://www.ascd.org/publications/books/108018/chapters/Formative-Assessment@-Why,-What,-and-Whether.aspx>. • Smith, Kari. "From Test Takers to Test Makers." ASDC. N.p., Nov. 2009. Web. 16 Oct. 2013. <file:///Users/tahshaschabler/Documents/ED2500/Educational%20Leadership:Multiple%20Measures:From%20Test%20Takers%20to%20Test%20Makers.webarchive>. • West Virginia Department of Education. N.p., n.d. Web. 20 Oct. 2013. <http://wvde.state.wv.us/>.