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Formative Assessment: So What Happens Next?

Formative Assessment: So What Happens Next?. Kathy Hebbeler SRI International. 2013 NAECS-SDE Annual Meeting San Francisco, CA June 2013. What level of investment has your state made in promoting the implementation of formative assessment statewide in early childhood programs ?

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Formative Assessment: So What Happens Next?

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  1. Formative Assessment: So What Happens Next? Kathy Hebbeler SRI International 2013 NAECS-SDE Annual Meeting San Francisco, CA June 2013

  2. What level of investment has your state made in promoting the implementation of formative assessment statewide in early childhood programs? • Limited or short term investment • Some investment • Substantial investment

  3. Where are your early childhood teachers with regard to implementing formative assessment? • Not sure where they are • Few or some teachers across the state are implementing formative assessment • Substantial numbers of teachers are implementing formative assessment

  4. The purpose of formative (any) assessment is…. …to take some action.

  5. Validity • Is not a characteristic of a tool. • It is not accurate to say “assessment X is valid.” • Is a characteristic of the use that follows from the results. • The same tool can be valid for one use (decision) and not valid for another. • Users should continue to collect and examine the validity evidence for their uses.

  6. Myth busting • There are not different standards of validity for different purposes • “It is only being used by the teacher in the classroom.”

  7. Findings – Meaning – Action (FMA) • Findings • The score, the results, the report, the output • If the assessment is administered properly, not debatable. • Meaning • The interpretation one puts on the findings. • Reasonable people can differ but… • Action • The action to be undertaken based on the F and the M. • Reasonable people can differ but...

  8. Example • Finding: • Of the entering kindergarteners, • 20% can recognize all of the letters of the alphabet. • 25% can count from 1 to 10. • Meaning • Is this good news or bad news? • What determines whether you see it as good or bad news? • Action • Teacher? • Principal? • State Early Childhood Specialist?

  9. A = Achieved E = Emerging NY = Not Yet

  10. Teacher takes action…

  11. Building level administrator takes action…

  12. Regional/state level administrator takes action…

  13. Findings – What are they? • Meaning – • Good, bad, neutral? • What was expected? • Does it merit an action? • Action – • Change the course • Stay the course • Reward • Punishment/sanction • Ignore the finding

  14. Using findings from formative assessment • What are the kinds of decisions that will be made based on the findings? • Is there a body of evidence to support that the findings from this tool can be used to make these kind of decisions? • Does that body of evidence support the use of the tool with the populations with whom we are using it? • What evidence will we collect to substantiate that the tool is providing valid information for the decisions we are making based on the results?

  15. Take Away Messages • Formative assessments should be used for taking action. • Action centers around instructional practices. • Validity relates to the use of the findings, not to the tool itself. • The obligation rests with the users to: • Identify tools valid for their intended uses. • Continue to verify that the resulting information is valid for the decisions being made.

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