Formative Assessment Model

1. Formative Assessment Model

2. Why Use Formative Assessment Probes? • Assessment for learning not assessment of learning • Reveal the types of ideas your student have about common science concepts • Examine student thinking for the purpose of informing teaching and learning

3. Types of Probes • Justified List • Prediction • Familiar Phenomena • Friendly Talk

4. Example: Justified List Probe Keeley, P., Eberle, F. and Tugel, J. (2007). Uncovering student ideas in science (Vol.2) -25 more formative assessment probes. Arlington, VA: NSTA Press.

5. The Needs of Seeds Using Formative Assessment Probes • Choose a probe • Give to students • Use data to plan • What do you see?

6. Example:Friendly Talk Probe Keeley, P.(2011). Uncovering student ideas in life science-25 new formative assessment probes. Arlington, VA: NSTA Press.

8. Example:Familiar PhenomenaProbe Keeley, P., Eberle, F. and Tugel, J. (2007). Uncovering student ideas in science (Vol.2) -25 more formative assessment probes. Arlington, VA: NSTA Press.

9. Example:Prediction Probe Keeley, P., Eberle, F. and Dorsey, C. (2008). Uncovering student ideas in science(Vol.3)-another 25 formative assessment probes. Arlington, VA: NSTA Press.

10. What are Formative Assessment Probes? • NSTA Publication • Formative assessment probes were developed using the CTS process. • Link key ideas in the standards to common misconceptions cited in research.

11. Resources for CTS …Experts at Your Fingertips 24/7     Indicates the resource or parts of it are online

12. Exploring Formative Assessments Select a strip. Cloze read about your strip. Prepare to present to group your selected formative assessment.

13. Designing Data Driven Instruction:

14. UniversalDesignfor Learning (UDL) is Universal Design for Learning (UDL) A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of all learners.

15. Videohttp://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0Videohttp://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0

16. Principle I:Multiple Means of Representation The what of learning • To give diverse learners options for acquiring information and knowledge • Present content in a variety of formats and modalities

17. Multiple Means of Representation • Artifacts • Videos • Music • Movement • Text Readers • Manipulatives • Visual Displays • Anticipatory Guides • Graphic Organizers

18. Principle II:Multiple Means of Action and Expression Judy Augatti

19. Multiple Means of Action and Expression • Thumbs Up/Thumbs Down • Gallery Walks • Pair/Share • Chalkboard/Whiteboard Splash • Response Hold-Up Cards • Quick Draws • Numbered Heads Together • Line-Ups

20. Principle III:Multiple Means of Engagement Taps into learners’ interests, offers appropriate challenges, and increases

21. Multiple Means of Engagement • Bounce Cards • Air Writing • Case Studies • Role Plays • Concept Charades • Response Hold-Up Cards • Networking Sessions • Simulations C B A D C

22. UDL means more students are: • Engaged • Learning • Achieving • Motivated

23. What does this mean for my classroom? Enrich, extend and accelerate the SCOS. 5 E’s

24. Designing Data Driven Instruction Select the standard and objective. Collect resources for teaching and assessing the objective. Perform pre-assessment using a two-tiered prototype or probe. Use a selected formative assessment.

25. Resource: NCDPI Science WIKI • Essential Standards • K-12 Strands Excel Format • Crosswalks • Unpacked Content • Professional Development • Teaching resources

26. Resource: NCDPI Science Live Binder LIVE BINDER! Resources organized by teaching standard

27. Resource: NC Education

28. Resource: NSDL

29. Resource: NSTA Learning Center

30. Resource: Annenberg

31. Resource: FREE

32. Resource: Ted-Ed

33. Resource: Teacher’s Domain

34. State Collaborative on Assessment and Student Standards (SCASS) • http://sciencescass.org • Security Agreement • Quick Highlights • Quiz & Test Development • Data Analysis (free for 1 month) • Directions for other teachers • MUST sign security agreement and return • Username (_____) • Password (______)

35. Resource: NAEP Question Tool • NC DPI Accountability Services Division http://www.ncpublicschools.org/accountability/policies/naep/naep • Released NAEP items • Two ways to access: • http://nces.ed.gov/nationsreportcard/itmrlsx • From the NAEP home page http://nces.ed.gov/nationsreportcard and click Sample Questions and then select Questions Tool

36. Assessments

37. The Individual Case

38. Kimi, grade 8

39. Kimi, grade 8 • Review each data document you have received concerning Kimi and her development and needs. • Discuss her strengths and weaknesses in your group.

40. Kimi, grade 8 • Imagine that Kimi is a student in your class. (Age regress or progress as necessary.) • Strategize ways that you might adapt and use some of the instructional resources you found earlier in working with a student like Kimi.

41. Addressing the whole child prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21st century.

42. Deconstructing the Day

43. Thank YOU!