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A Guide to Formative Assessment

Explore a professional development model for informing classroom instruction, leveraging formative assessments in mathematics, and providing effective descriptive feedback. Research supports the impact of formative assessment on low achievers, overall achievement, and raising standards.

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A Guide to Formative Assessment

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  1. A Guide to Formative Assessment Astrid Fossum & Sharonda M. Harris, Mathematics Teaching Specialists Milwaukee Public Schools fossumag@milwaukee.k12.wi.us harrissm@milwaukee.k12.wi.us

  2. In this session participants will: • Explore a professional development model used to inform classroom instruction. • Examine how district leaders are working with teachers to support the use of formative assessments in mathematics. • Engage in writing effective descriptive feedback.

  3. Research “Improved formative assessment helps low achievers more than other students and reduces the range of achievement while raising achievement overall.” “Firm evidence shows that formative assessment is an essential component of classroom work and that its development can raise standards of achievement.” Black, P. & Wiliam, D (1998). Inside the Black Box: Raising Standards through classroom assessment. Phi Delta Kappan, 808(2), 139-148.

  4. Comprehensive MathematicsFramework References National Research Council. (2001). Adding it up. Mathematics Learning Study Committee, Center for Education, Division of Behavioral Sciences and Education, National Research Council. Washington, DC: National Academy Press. National Research Council. (2002). Helping Children Learn Mathematics. Mathematics Learning Study Committee, J. Kilpatrick & J. Swafford, Editors. Center for Education, Division of Behavioral Sciences and Education. Washington, DC: National Academy Press. Wisconsin Department of Public Instruction. (1998). Wisconsin’s model academic standards for mathematics. Madison, WI: Author.

  5. District Learning Targets

  6. State Assessment Descriptors

  7. Description of Assessment: CABS Class Summary Report

  8. Description of Assessment: CABS Assessment Overview After working through the assessment, reflect on what you expect students to do. Complete the following table before developing your descriptive feedback.

  9. Types of Feedback

  10. Description of Assessment: Student Feedback Summary

  11. Teacher Conversations around student work Identify different student strategies Increased understanding of formative assessment Instructional decisions based on identified misconceptions and challenges Descriptive Feedback can save on re-teaching time Student Increased achievement Ability to clear up misconceptions on second attempts, without re-teaching/intervention Self-reflection on ways to improve their work Increased involvement in self-assessment Successes

  12. Teacher Buy-In Time commitment Record-keeping Grading Redundancy Student Interpretation of the feedback Looking for a grade Lack of motivation Challenges

  13. The Learning Team Continuum • Past • Present • Future

  14. Resources • Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through assessment. Phi Delta Kappan, 80(2), 139-148. • Brookhart, S.M., (2007). Feedback That Fits. Educational Leadership, 65(4), 54-59. • Stiggins, R.J., Arter, J., Chappuis, J., & Chappuis, S. (2005). Assessment FOR Learning: An Action Guide for School Leaders. Portland, OR: Assessment Training Institute. • Wiggins, G., & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.

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