Formative Assessment Tactics

1. Formative Assessment Tactics Bruce Kelly, NBCT K-12 Curriculum Coordinator Science, Health/Fitness Kent School District

2. Advance Organizer: Cover Formative Assessment Tactics

3. Advance Organizer: Page One and Two. Characteristics Definition Research Features 2 1

4. Advance Organizer: Page Three and Four. Tactics # 1-3 Tactics # 4, 5 4 3

5. Advance Organizer Page Five and Six. Tactic # 6 Tactics # 7-10 6 5

6. Advance Organizer: Back Cover Tactic # 11

7. W.I.K.I. What I Know Is… • What are formative assessments? • Should I try to use formative assessments with my own students? • Are there various types of formative assessments to implement in different situations? Describe.

8. Characteristics of Formative Assessments • They are assessments for learning, not assessments of learning. • Designed to assist learning, not grading. • Make students’ thinking visible to themselves and to others.

9. Key Features of Formative Assessment • Formative Assessment is a process not any particular test. • Formative Assessment takes place during instruction. • The function of this feedback is to help teachers and students make adjustments will improve students’ achievement of intended curricular aims.

10. Formative Assessment Defined Formative Assessment is a planned process in which teachers or students use assessment-based evidence to adjust what they are currently doing. -James Popham, Transformative Assessment, 2008.

11. Julie Sauerberg, Elementary Special Education Teacher http://www.teachertube.com/view_video.php?viewkey=694b39ac7ad3b3bda71f

12. What about the research? John Hattie--reviewed 7,827 studies on learning and instruction reached this conclusion… “The most powerful single innovation that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops’ of feedback.”

13. Achieved Gain Associated with Number of Assessments over 15 weeks. (Bangert-Drowns, Kulik, & Kulik, 1991) 29 studies

14. Supporting Research Reported by Fuchs and Fuchs (1986) in their meta-analysis of 21 controlled studies: providing two assessments per week results in an effect size of 0.85 or a percentile gain of 30 points.

16. 1. Assessment Probe.

20. 2. Response Cards Response Cards are index cards, signs, dry-erase boards, magnetic boards, or other items that are simultaneously held up by all students in clas to indicate their response to a question or problem presented by the teacher. Checking For Understanding--(Fisher & Frey, ASCD 2007.)

21. John Graves, 7th Grade Teacher http://www.teachertube.com/view_video.php?viewkey=c3f70187a007859af892

22. 3. Graphic Organizers From Checking For Understanding, Formative Assessment Techniques for Your Classroom, p.p. 87-95.

23. 4. Retelling Retellings are new accounts or adaptations of a text that allow students to consider information and then summarize, orally, what they understand about this information. Elements in retelling: • Key Ideas • Details • Sequence • Conclusion • Delivery

25. YELLOW Jersey -- Overall leader, first awarded during the 1919 race; yellow to match the paper used to print L'Auto (Automobile Cyclisme), a French newspaper about bike racing. POLKADOT Jersey (White w/red dots) -- Best climber, determined by points scored by the first 3 to 15 riders finishing selected mountain stages (number of riders awarded points varies with the difficulty of the stage). First awarded 1933. GREEN Jersey -- Points jersey, usually won by sprinter-types, with points given to the first 25 riders to finish each stage. First awarded 1953. WHITE Jersey -- Since the maillot blanc was introduced in 1975, it has been won by 29 different cyclists.

26. In 2008, the 95th running of the Tour de France, took place from July 5 to July 27. The Tour began with a Prologue in London, and ended with the traditional finish in Paris. The Tour was won by Spanish rider for the second year in a row, Carlos Candil, 2008. Alberto Contador, also from Spain won in 2007. Cadel Evans, from Austrailia took second place for the second year in a row.

27. 5. Think, Pair, Share • Think-Pair-Share and Write-Pair-Share • Think or write about your answer individually. • 2. Pair with a partner and discuss your answers. • Share your answer (or your partner’s answer) when called upon. • http://www.biologyinmotion.com/minilec/gas.html

28. 6. Physical Response • Value Line Ups • Four corners • Retelling, A B • Stand up and represent… • Hand Signals

29. 7. Response Chaining • Response chaining begins by asking a question to which a specific student responds. • The teacher then asks the class as a whole to vote regarding the accuracy of the student’s response using three options: Correct, Partially Correct, or Incorrect.

30. Response Chaining Continued • The teacher can select a student who has voted correctly. • If the original student’s response was incorrect, the teacher asks the newly selected student to make the necessary corrections in the first student’s response.

31. Response Chaining • If the original response was partially correct, the teachers asks the newly selected student to identify what was correct about the response and what was incorrect and provide the missing correct information.

32. 8. Whip Around • Whip around is often used as a closure activity. • The teacher asks students make a list of three items related to the lesson, unit, or study • Students individually respond on a scrap piece of paper. • When they have done so they stand up.

33. Whip Around Continued • The teacher randomly calls on a student to share one item to share his or her ideas from the paper. • Students check off any items that are said by another student and sit down when all of their ideas have been shared with the group, whether or not they were the one to share them.

34. 9. Give One to Get One • This technique is best done when students are using academic notebooks. The entire activity should be done with students in a standing position. • Each student is asked to find a partner with whom he compares notes. • The student takes a moment to identify the information they have in common.

35. Give One to Get One-Continued • Each student identifies something he did not record but his partner did. • This new information is then recorded in each student’s notebook. • In effect, each student gives one and gets one. • Pairs can report to whole class regarding the transaction.

36. 10. Audience Response Systems • ARS--handheld devices that allow each learner to respond to questions individually--enable teachers to gather students’ responses to interactive questions in real time.

38. 11. Exit Pass As a result of today’s workshop, my understanding of formative assessment changed because… 1. 2. 3.

39. W.I.K.I.2 What I Know Is… • What are formative assessments? • Should I try to use formative assessments with my own students? • Are there various types of formative assessments to implement in different situations? Describe.

40. Additional Resources • Related ASCD Resources: Formative Assessment • http://www.ascd.org/portal/site/ascd/template.chapter/menuitem.b71d101a2f7c208cdeb3ffdb62108a0c/?chapterMgmtId=d0beb4991ce98110VgnVCM1000003d01a8c0RCRD • Iowa Formative Assessment Tipshttp://www.iowa.gov/educate/content/view/1072/1486/ • Additional Resources Available upon Request: Bruce.Kelly@kent.k12.wa.us