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Formative Performance Assessments

Enhance teaching practices with formative performance assessments. Learn how to create quality assessments, use data effectively, and collaborate for student growth.

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Formative Performance Assessments

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  1. Formative Performance Assessments Common Formative Assessment This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

  2. AcknowledgementsSpecial thanks to all contributors to the development and revision of this module.The original collection of learning packages was rolled-out for use by Regional Professional Development Center (RPDC) Consultants in July 2013 after being developed by a team of content experts. The collection of learning packages was developed through efforts funded by the Missouri State Personnel Development Grant (SPDG). The following individual/groups are thanked immensely for their hard work in developing this package. ---------------------------------------------------------------------------------------------------------------------------------------- Content Development and Revision Support UMKC Institute for Human Development Ronda Jenson, Director Stefanie Lindsay Arden Day Carla Williams Jodi Arnold SPDG Management Team

  3. Initial Content Development Team, 2013Rob Gordon, Team Leader, MO PLC Rebecca Rider, SE RPDCAlan Bancroft, C RPDC Kelley Ritter, SW RPDCDebra Cole, StL, RPDC Jay Roth, SW, RPDCCheri Fuemmeler, SE RPDC Jana Scott, HOM, RPDCJane Jackson, NW RPDC Thea Scott, DESEMelanie Whitener Needling, SE RPDC Alicia Wilson, KC RPDCLinda Null, SE RPDC 2016 Revision Team Nancy Steele, Facilitator, NE SIS Deb Drury, NE RPDC Pam Carte, NE RPDC Ginger Henry, DESE Myra Collins, NE RPDC Sarah Spence, C SIS

  4. Welcome and Introductions Please take a moment to introduce (or reintroduce) yourself to the group, by telling your name, district, and position. Our trainers for the day are…. 9

  5. Collaborative Work Foundations CFA – utilize Quality assessments as feedback to improve teaching & learning. 3 Key Areas 1. Collaborative Teams 2. Common Formative Assessment 3. Data-Based Decision Making DBDM – utilize data for continuous improvement through dialogue about teaching & learning CT – utilize team processes to improve teaching & learning.

  6. Common Formative Assessment Modules 4-6 Constructed Response Items Performance Assessments Assessment Items Selected Response Items

  7. Missouri Teacher Standards • Common formative assessments address the following Missouri Teacher Standards: • Standard #7: Student Assessment and Data Analysis • Standard #2: Student Learning, Growth and Development • Standard #4: Critical Thinking • Standard #9: Professional Collaboration (Missouri Department of Elementary and Secondary Education, 2013) 14

  8. Personal Reflection How have you used performance assessments in the past? 15

  9. Goals As a result of this training you will learn… • how formative performance assessments fit into the curriculum. • the characteristics of good formative performance assessments and rubrics. • the process for developing a good formative performance assessment and rubric. • the process for evaluating the quality of a formative performance assessment and rubric. 16

  10. Definition “Classroom formative assessments are traditionally referred to as pretests or pre-assessments given to students before formal instruction occurs, but they may also be used to gauge student progress during instruction and again at its conclusion.” (Ainsworth & Viegut, 2006a) 17

  11. Definition “A performance assessment is an assessment or rating of the quality of a student’s ability to perform or complete a given task in a manner demonstrating certain established criteria rather than assessing correctness of a selected response from an item-response list.” (Missouri Department of Elementary and Secondary Education, 2013b) 18

  12. Formative Performance Assessment (FPA) Characteristics 19 (McTighe, 2015)

  13. Examples 5th Grade Math: Carter’s Candy Company ELA II: Favorite Season (Missouri Department of Elementary and Secondary Education, 2014) (North Carolina Department of Public Instruction, nd – Creative Commons Attribution Share-Alike Non-Commercial 3.0 License ) 20

  14. Some Commonalities of the Examples • measure learning targets across strands/domains • use stimulus material • involve analyzing, synthesizing… • address novel or authentic situations • require evidence • require a product, presentation, or demonstration

  15. Time for FPAs FPA FPA FPA

  16. Developing FPAs Steps for developing a Formative Performance Assessment (Ainsworth & Viegut, 2006) (Ainsworth, 2003) (Brookhart, 2013) 23

  17. Evaluating an FPA (Ainsworth & Viegut, 2006) 24

  18. Time for Rubrics Rubric Rubric Rubric

  19. Assessment Rubrics “A rubric is a coherent set of criteria for students’ work that includes descriptions of levels of performance quality on the criteria.” (Brookhart, 2013) 26

  20. Desired Characteristics of Criteria for Classroom Rubrics 27 (Brookhart, 2013)

  21. Developing FPA Rubrics 28 (Brookhart, 2013)

  22. Evaluating FPA Rubrics (Brookhart, 2013) 29

  23. Closing & Follow-up Common Formative Assessment Formative Performance Assessments

  24. Practice Profile 31

  25. http://sapp.missouripd.org Self-Assessment Practice Profile Excel Workbook

  26. Next Steps: Action = Results What steps will you take to start implementing? 34

  27. Reflection 35

  28. Future Coaching Opportunities Name Contact Information 36

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