Applying Formative Assessment Principles

1. Applying Formative Assessment Principles Astrid Fossum Mary Mooney Lee Ann Pruske Bernard Rahming Laura Maly Cynthia Rodriguez Mathematics Teaching Specialists, Milwaukee Public Schools www.mmp.uwm.edu The Milwaukee Mathematics Partnership (MMP) is supported by the National Science Foundation under Grant No. 0314898.

2. In this session participants will: • Examine how teacher teams utilize assessment for learning in order to improve teaching and learning in mathematics. • Consider implementation strategies for the principles of assessment for learning in classroom practice.

3. Mathematics Framework Distributed Leadership Teacher Learning Continuum Student Learning Continuum

4. Comprehensive Mathematics Framework

5. MMP Learning Team Continuum

6. Assessment for learning Assessment for learning is about far more than testing more frequently or providing teachers with evidence so they can revise instruction, although these are part of it. Assessment for learning must actively involve students. Richard Stiggins

7. MMP Learning Team Continuum Aligned with Formative Assessment Principles

8. “…children are more motivated and task oriented if they know the learning intention of the task, but they are also able to make better decisions about how to go about the task. “ Shirley Clark, 2001

9. Learning Intentions • Read pages 19 – 26 of Chapter 2, Sharing Learning Intentions, by Shirley Clarke. • Focused Reading.... • √ Important idea • ! New insight to ponder • ? Question • Take turns, each person shares one thing that they marked and explains why.

11. Analyzing a Sample Lesson and Applying Formative Assessment Principles Analyze the lesson and background information to surface the big math ideas: Work in Groups of Three • Read and study your lesson • Identify the important mathematics in the lesson • Translate this into a Student Friendly learning intention and success criteria, record on chart paper

12. Post your chart paper with your learning intention and success criteria in student friendly language Group discussion Share Your Thinking

13. Sharing Learning Intentions “Is only the first step in the processes of formative assessment, leading to pupil self-evaluation and teacher or peer feedback after the work is completed.” Shirley Clark, 2001

14. Forecast…

15. MMP Learning Team Continuum Aligned with Formative Assessment Principles

16. The MPS Glossary Definition of CABS Classroom assessments aligned to the Milwaukee Public Schools’ Learning Targets; these assessments are developed, administered, and scored by teachers with the purpose of providing specific, meaningful, and timely feedback designed to improve student performance.

17. Research by: John Hattie “The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback’.”

18. Type of Feedback Goal is to make the learner feel good. Feedback that is intended to encourage and support the learner. It does not give guidance on how to improve the learner’s reasoning. Since it is not intended to move students forward in the learning process, it can be given on summative assessments. Motivational

19. Goal is to measure student achievement with a score or a grade. Feedback that is intended to summarize student achievement. It does not give guidance on how to improve the learner’s reasoning. Since it is not intended to move students forward in the learning process, it can be given on summative assessments. A D C A Type of Feedback Evaluative

20. Goal is to improve student achievement by telling the learner how to move forward in the learning process. Feedback that is intended to tell the learner what needs to be improved. Feedback isn’t as effective in getting students to move forward in the learning process. Type of Feedback Descriptive

21. Goal is to get student to internalize the effective feedback to use the suggested strategies independently on future work. Feedback that is intended to be used by the learner to independently move their reasoning to the next level. Criteria-based phrases are used to describe the strengths and weaknesses of the learner’s work. Limits feedback to one or two traits/aspect of quality at a time. Students should have an opportunity to “redo” their work based on the effective feedback. Type of Feedback Effective

22. Examples of Feedback I agree with the pattern that you have identified in the table. I am not convinced that the rule you wrote works for all the values in the table. How could you prove this? Descriptive & Effective Motivational I like how you completed the assignment.

23. Examples of Feedback Your explanation of your work is the best that you have done. Nice use of sequence words in your explanation. Evaluative You accurately found the number of students in 4th grade who said chocolate ice-cream was their favorite. You now need to divide this number by the total number of students to get the percent who said chocolate ice-cream was their favorite. Descriptive

24. What Does Effective Feedback Look Like? Adapted from Formative Assessment Strategies for Every Classroom, Susan M. Brookhart, ASCD Effective Feedback Should: Describe and inform, not judge Be specific, not general Be clear to students Suggest what students should do to improve

25. Type of Feedback Activity

26. Mathematics Grade 4Classroom Assessment Based on StandardsPower CABS Identifier: “Babysitting” Shaquishababysits for her auntie’s children. She made this table. If she works nine hours, how much money will she earn? Using mathematical vocabulary, explain how you figured out how much she would earn working nine hours.

27. Mathematics Grade 4Classroom Assessment Based on StandardsPower CABS Identifier: “Babysitting”

29. Mathematics Grade 4Classroom Assessment Based on Standards Power CABS Identifier: “Number Pattern”

30. What Mathematics Am I Assessing? Description of Assessment: School: Grade Level: 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.

31. Analyzing Student Work Samples Think On your own, think about what type of feedback is represented by each statement. Pair Turn to a partner and share your thoughts. Come to agreement on the type of feedback represented. Share Share with the whole group some of your thoughts and discussions.

32. Writing Feedback With your shoulder partner: • Modify a feedback statement to make it a descriptive or an effective feedback statement. OR • Write your own descriptive or effective feedback statement for a work sample.

33. Description of Assessment: CABS Class Summary Report

34. Research by: Richard Stiggins “Achievement gains are maximized in context where educators increase the accuracy of classroom assessments, provide students with frequent informative feedback (versus infrequent judgmental feedback), and involve students deeply in the classroom assessment, record keeping, and communication process. In short, these gains are maximized where teachers apply the principles of assessment for learning.”

35. Personal Reflections An idea that squares with my beliefs. . . A point I would like to make. . . A question or concern going around in my head. . .

36. Looking Back and Looking Forward • In school teams, share one point from your personal reflections. • Discuss the structures you have in place to begin implementing Formative Assessment Principles.

38. Stage 1 Learning Targets

39. Learning Team Continuum of Work for Mathematics

40. Next steps…

41. In this session participants will: • Examine how teacher teams utilize assessment for learning in order to improve teaching and learning in mathematics. • Consider implementation strategies for the principles of assessment for learning in classroom practice.

42. 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. • Clarke, S. (2001). Unlocking formative assessment: Practical strategies for enhancing pupils’ learning in the primary classroom. Abingdon, UK: Bookpoint LTD. • 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. The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation

43. Thank you. www.mmp.uwm.edu The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation.