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Common Formative Assessments

The Power of…. Common Formative Assessments. The Power of Common Assessment.

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Common Formative Assessments

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  1. The Power of… Common Formative Assessments

  2. The Power of Common Assessment “One of the most powerful, high-leverage strategies for improving student learning available to schools is the creation of frequent, common, high-quality formative assessments by teachers who are working collaboratively to help a group of students develop agreed-upon knowledge and skills” • Fullan, 2005a; Hargreaves & Fink, 2006; Reeves, 2004; Schmokler,2003; Stiggins, 2005, Learning By Doing page 55

  3. Why Common Assessments? • Efficiency 2 Equity & Fairness 3. Effective Monitoring 4. Inform teacher Practice 5 Develop Team Capacity 6. Collective Response

  4. Steps for Developing CFAs • Examine pacing guide-determine logical time to administer an common formative assessment • Determine power standards/essential learning targets to be assessed • Determine what method would be the best for assessing the identified standards/learning targets • Create assessment • Determine what is proficient 6. Develop guidelines for administering assessment 7. Score the assessment 8. Compiling the results

  5. Steps 1 and 2 • Start with pacing guide • Determine power standards/essential learning targets to be assessed -Use your pacing guide and unwrapped standards to determine what is to be assessed -Revisit your unwrapped standard(s)

  6. Step 3 3. Determine what method would be the best for assessing the identified standards/learning targets -Knowing, Doing, Going Beyond -Format of assessment (selected response, constructed response, product or performance) -Don’t have to start from scratch!!!!

  7. Step 4 4. Create assessment -Ensure alignment between unwrapped standard and assessment -Working smart -Using current resources -Combining pieces to make it work -Use of expert work DON”T KILL YOURSELVES!!!!

  8. Steps 5 • What is proficient? • Needs to be determined in advance of giving the assessment • In a standards-based system, students are not assessed in comparison to each other but to meeting the skills and knowledge embedded in the standards • Scoring needs to be determined to guide future instruction

  9. What is proficient? • Based on the standard you unpacked, how would you determine what is proficient in this assessment?

  10. Step 6 • Uniform administration of assessment • Team needs to articulate guidelines for how to uniformly administer assessment • Common time frame • Common directions • Common agreement on level of teacher assistance Apples or oranges but not both

  11. CFA Rubric • Alignment to Standards • Scoring • Administration • Formative

  12. Step 7 • Score the assessment. • This can be done as a team or independently depending on the assessment. • Make sure you use the team’s definition of proficiency when scoring the assessment.

  13. Step 8 • Compiling the results • Examples of ways to compile results for team discussion • Examples of ways to share results with students

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