Formative Assessment August 3, 2011

1. Formative Assessment August 3, 2011

2. Incentive to use Formative Assessments • NC FALCON • NCPTS and Evaluation Instrument • High – Stakes Testing • What the research says

3. Formative assessment is all of those activities undertaken by teachers and/or by their students which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. By: Dixon, Hilton; Ecclestone, Kathryn. Education for Primary Care, May2003, Vol. 14 Issue 2, p115-125, 11p

4. For children in lower ability groups, statistically significant gains were evident in • overall self-esteem, apparently driven by significant gains in self-competence. • Although the scores for the middle ability groups rose, they did not achieve significance • (However, with the high ability groups, there was a similar pattern to that • with the low ability groups: significant gains in overall self-esteem and in the self competence • dimension. ‘ By: Dixon, Hilton; Ecclestone, Kathryn. Education for Primary Care, May2003, Vol. 14 Issue 2, p115-125, 11p

5. SUMMARY • Effective formative assessment enhances better conceptual learning, and promotes • learner autonomy and motivation. • Self-assessment is essential for effective learning. • Assessment processes without feedback can be potent inhibitors of learning. • There is evidence of the effectiveness of formative assessment in medical education relevant to general practice. • Future formative and summative assessment of GPs must reflect how effective feedback can enhance the learning process. • By: Dixon, Hilton; Ecclestone, Kathryn. Education for Primary Care, May2003, Vol. 14 Issue 2, p115-125, 11p

6. These researchers found the use of formative assessments increased student’s self-esteem and sense of competence. ‘But now I feel I want to give it a try’: formative assessment, self-esteem and a sense of competence David Miller* and Fiona Lavin, University of Dundee, UK, . Curriculum Journal, Mar2007, Vol. 18 Issue 1,

7. Jig Saw

9. Form a cooperative group of four • Decide which letter A,B,C,D you will be • Move to a new location and form a new group with all the As, Bs, Cs, and Ds in the room • Read each strategy available for your letter. • After you have read the selected strategies, discuss how you might use this strategy with members in the As, Bs, Cs, and Ds • Move Back to your original group of A,B,C,D and share some of the highlights from the strategies you have read and how you would use them. Jig Saw

10. All 75 strategies are available for teachers to use with an email invitation. • https://my.pbworks.com/ Pbworks.com

11. Formative Assessment Research 8:45-9:00 • Form cooperative groups 9:00-9:05 • Jig Saw into A,B,C, and D groups and read 16 strategies 9:05-9:35 • Groups A,B,C,D discuss the 16 strategies they have read and how they would use them 9:35-10:05 • Each group will choose 2 formative assessment strategies and present as a skit to the whole group. 5 minutes/skit 10:05-10:45 • Original cooperative group comes back together to share other strategies 10:45-11:15 • Afternoon session provides time to create lesson plans using formative assessment strategies. 12:30-2:00 Agenda