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Overview to Common Formative Assessments (CFAs)

Overview to Common Formative Assessments (CFAs). Adapted from The Leadership and Learning Center Presented by Jane Cook & Madeline Negron For Windham Public Schools. Connecticut Accountability for Learning Initiative. Formed a professional learning community

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Overview to Common Formative Assessments (CFAs)

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  1. Overview to Common Formative Assessments (CFAs) Adapted from The Leadership and Learning Center Presented by Jane Cook & Madeline Negron For Windham Public Schools

  2. Connecticut Accountability for Learning Initiative

  3. Formed a professional learning community • Focused on student work (through assessment) • Changed their instructional practice accordingly to get better results • Did all of this on a continuing basis Common Findings inSuccessful Schools Fullan, April 2000

  4. Professional Learning Communities Four essential questions: • What do all students need to know and be able to do? • How do we teach so that all students will learn? • How will we know if they have learned it? • What will we do if they don’t know or if they come to us already knowing? DuFour & Eaker, 1998

  5. How Powerful Practices Work Together Effective Teaching Strategies

  6. Data Teams: The Mechanism for Measuring Progress • Step 1: Collect and chart data and results. • Step 2: Analyze strengths and obstacles • Step 3: Set S.M.A.R.T. goal for student improvement. • Step 4: Select effective teaching strategies. • Step 5: Determine results indicators. Data TeamsProcess, The Leadership and Learning Center

  7. Nine + 1 Effective Teaching Strategies Similarities and differences Summarizing and note taking Effort and recognition Homework and practice Nonlinguistic representation Cooperative learning Setting objectives, providing feedback Generating and testing hypotheses Cues, questions, advance organizers Non-fiction writing Marzano, Pickering, & Pollock, 2001

  8. The Two Tools of Assessment “No single assessment can meet everyone’s information needs…To maximize student success, assessment must be seen as an instructional tool for use while learning is occurring, and as an accountability tool to determine if learning has occurred. Because both purposes are important, they must be in balance.” NEA, 2003

  9. Two Purposes of Assessment: Important Distinctions • Diagnosis – Assessment FORLearning • Evaluation – Assessment OF Learning

  10. Assessment FOR Learning • Formative: Given before and during the teaching process • Diagnostic: Intended to be used as a guide to improve teaching and learning • Providesteachers with information they need to createappropriatework for groups of learners or individual students • Not typically used to assign grades • Answers key questions: Do students possess critical pre-requisite skills and knowledge? Do students already know some of the material that is to be taught? Bravmann, 2004

  11. Assessment OF Learning • Summative assessment for unit, quarter, semester, grade level, or course of study • Provides “status report” on degree of student proficiency or mastery relative to targeted standard(s) • Helps teachers judge effectiveness of their teachingpractices • Supports the assignment of grades • Answers question: Have students achieved the goals defined by a given standard or group of standards? Bravmann, 2004

  12. The Power Of COMMON Assessments “Schools with the greatest improvements in student achievement consistently used common assessments.” Reeves, 2004

  13. What Are Common Assessments? “Not standardized tests, but rather teacher-created, teacher-owned assessments that are collaboratively scored and that provide immediate feedback to students and teachers.” Douglas B. Reeves, CEO, The Leadership and Learning Center

  14. What Are Common Formative Assessments? “Common formative assessments are designed to give students specific feedback on the clear target to be achieved, along with suggestions on how to reach that target on subsequent assessments. Students need to understand that this feedback will not be graded but that it will be used by their teachers to design specific instruction to help them improve. After a review of almost 8,000 classroom studies focused on determining the impact of feedback on student improvement, John Hattie (1992) declared: “The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback’.” Hattie, 1992, p. 9

  15. What Are Common Formative Assessments? (continued) • Assessments for learning administered to all students in grade level or course several times during semester, trimester, or year • Items collaboratively designed by participating teachers • Items represent essential (Priority) standards only • Items aligned to district and state tests • Results analyzed in Data Teams in order to differentiate instruction Ainsworth & Viegut, 2006

  16. Simply Put – A Common Formative Assessment is… • Common = Given by all teachers at a grade level or in a content area • Formative = Provides data to inform planning and instruction • Assessment = Provides diagnostic rather than evaluative information

  17. Recommended # of CFA Items

  18. A CFA should take no more than one 45-minute class period. For early grades, it should take much less time. Limit the total number of items so that student papers can be quickly scored and the results can be used right away to inform instruction. How Long Should a CFA Take?

  19. Achievement Gains Associated With Number of Assessments over 15 weeks (The higher the effect size and percentile gain, the more statistically significant.) Bangert-Drowns, Kulik, & Kulik, 2007

  20. The Process of Developing CFAs: Laying The Standards Foundation - Steps 1-6 • Step 1: Choose Important Topic • Step 2: Identify Matching Priority Standards • Step 3: “Unwrap” Matching Priority • Standards • Step 4: Create Graphic Organizer • Step 5: Determine the Big Ideas • Step 6: Write the Essential Questions

  21. The Process of Developing CFAs: Creating The AssessmentSteps 7-10 • Step 7: Write Selected-Response Items • Step 8: Write Constructed-Response Items (extended or short) • Step 9: Write Essential Question-Big Idea Directions • Step 10: Create Answer Key & Scoring Guides • for Constructed-Response Items

  22. Periodic assessments collaboratively designed • Matching pre- and post-assessments • Similar in design to high stakes tests • Items should represent priority standards • Blend of item types including selected and constructed response • Administered several times a year • Results analyzed in Data Teams • Results used to inform planning and instruction CFAs – A Summary

  23. Questions?

  24. You’re ready to begin Step 1 in the CFA process – this is also Step 1 in the Data Team process. • In your Grade Level Data Teams work on your “Treasure Hunt” looking for CMT Strands that are “important topics” for your grade level students. • You may divide into smaller content area teams within your Grade Level Data Teams, e.g., Science and Math may choose to look at the Math & Science data while Social Studies and English work together on the Reading & Writing data. Now it’s your turn…

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