Formative Assessment

1. Formative Assessment Presentation by: Lora Drum, Mia Johnson, Alycen Wilson CCS Curriculum Specialists

2. Skilled in gathering accurate information about students learning? • Using it effectively to promote further learning? Are You… ASSESSMENT SAVVY? Please read the statements on the Anticipation Guide and mark the left hand column with Agree or Disagree.

3. Session 2 Objectives To understand the purpose and importance of Formative Assessment and obtain some practical activities to implement into daily instruction.

4. Participant Expectations: • I can communicate the importance of formative assessment. • I can share with others how formative assessment fits into a balanced assessment system. • I can distinguish between formative, benchmark, and summative assessments.

5. Formative Assessment The word “assess”… comes from the Latin verb “assidere” meaning “to sit with”. In assessment, one is supposed to sit with the learner. This implies it is something we do with and for students and not “to” students. (Green 1998)

6. Five Assessment Myths and Their Consequences By Dr. Rick Stiggins

7. The Assessment–Instruction Process Pre – Assessment “finding out” Summative Assessment “making sure” Benchmark Assessment “formal check-up” Formative Assessment“checking in” “feedback” “student involvement”

9. Let’s Have Some Fun Taking Notes… Grab a piece of paper… -Fold paper hotdog style -Fold into thirds -Open and cut along the creases on the top flap only -Label the last flap: Summative Assessment -Label the middle flap: Benchmark Assessment -Label the first flap: Formative Assessment Is this something your students can do?

10. Summative Assessments • “Snapshots” of learning over time • Shows evidence of student learning for the year • Determines the effectiveness of instruction, strategies, or curriculum How often do we use this type of assessment? Annually Bi-annually End of year/course End of unit study

11. Who uses these results? School Board Members Legislators District Staff Teachers Students and Parents PLCs What are Some Examples? Unit Tests EOGs K-2 EOY Any Cumulative Final Assessment (End of Year)

12. Benchmark Assessments • Used to determine how much learning has taken place up to a particular point in time • Used to identify learning issues for targeted groups • Used to assign grades and communicate progress • May determine how well a program / strategies / curriculum is working How often do we use this type of assessment? Given periodically throughout the year Between and among instructional units

13. Who uses these results? School Leaders District Officials Curriculum Specialists Teachers Students and Parents PLCs What are Some Examples? ClassScape Unit Tests Selection Tests

14. Formative Assessments • Assessments to drive / inform instruction • Assessments for learning • Gives descriptive feedback to students about their learning • NOT GRADED…Not used as accountability How often do we use this type of assessment? Daily Weekly During instruction

15. Who uses these Results? Teachers Students Parents (when applicable) What are Some Examples Whiteboards Response cards Personal response systems Whole class discussion Observations Teacher / student conference Overt Responses

16. Occurs while still time for action before formal grading occurs • • Allows teachers to adapt instruction immediately while learning is still in progress (mid-course correction) • • Allows students to know exactly where they don’t understand • • Part of daily instruction

17. Shifts in Assessment To assessing to learn what students understand To using results to inform instruction To students engaged in ongoing assessment of their work and others To descriptive feedback that empowers and motivates students From assessing to learn what students do not know From using results to calculate grades From end-of-term assessments by teachers From judgmental feedback that may harm student motivation

18. Why these shifts in assessment? A change in the mission of schools: • A shift from a focus on sorting and ranking students to a focus on data driven instruction and leaving no child behind.

19. Self Assessment Activity Formative Benchmark Summative Student Journals Teacher Tests and Quizzes English Language Proficiency Test Vocabulary Quiz End of Unit Test NC End-of- Grade End-of-Course Descriptive Feedback Questioning Quarterly Assessments Mid-term Assessments Writing Tests Technology Test Un-graded Class work or Homework Interviews Discussions ClassScape Teacher Observations Learning Activities Teacher-Student Conference

20. Formative Benchmark Summative Questioning Student Journals Vocabulary Quiz English Language Proficiency Test End-of-Course Discussions Interviews Teacher Tests and Quizzes NC End-of- Grade Learning Activities Un-graded Class work or Homework ClassScape End of Unit Test Descriptive Feedback Teacher Observations Mid-term Assessments Writing Tests Teacher-Student Conference Quarterly Assessments Technology Test Self Assessment Activity Answers

21. The Formative AssessmentFramework Where am I now? Where am I going? How do I close the gap?

22. Seven Strategies of Formative Assessment

23. Fist to Five Self- Reflection Answer the questions in the following way: -5: I do this all the time in my classroom; this happens daily -4: I do this on an ongoing basis; this happens consistently -3: I do this frequently, or this happens frequently in my classroom -2: I do this sometimes, or this sometimes happens in my classroom -1: I do this infrequently, or this happens infrequently in my Classroom -Fist: I don’t do this, or this doesn’t happen in my classroom

24. 1. I understand the relationship between assessment and student motivation and use assessment to build student confidence rather than for threat of punishment. 2. I articulate, in advance of teaching, the achievement targets my students are to hit. 3. My students describe what targets they are to hit and what comes next in their learning. 4. My students are actively, consistently, and effectively involved in assessment, including learning to manage their own learning through the skills of self-assessment. 5. My students actively, consistently, and effectively communicate with others about their achievement status and improvement.

25. Show Example from NC Falcon 2nd grade math 3 columns

26. How do you typically assess students in your classroom? “Rally Robin” http://www.online-stopwatch.com/large-stopwatch/

27. Now I know what it is… what does it look like in my room? Clear Learning Goal ManipulativesPaper/Pencil“Free” Pinch Sticks Foldables Fist to Five Index Cards Graphic Organizers Thumbs up/down White Boards Exit Tickets 4 Corners Sticky Notes Shaping your Thinking Jigsaw 3-2-1 Think/Pair/Share Quick Write/Quick Draw

28. Share Out= Other Examples of Formative Assessment *Participants identify examples we have modeled or shared already today *Participants brainstorm own classroom examples *Refer to handout examples *Share Examples on Powerpoint – ABCs of Formative Assessment

29. The ABC’s of Formative ASSESSMENTS

30. Alphabet Graffiti Anticipatory Guides (pre- and formative)

31. Bump in the Road or Muddiest Point(formative) Write down something from the lesson that students find confusing or difficult. Collect responses and review, OR Form small groups and ask students to share their “bumps” and seek clarification.

32. Crumpled Question Toss(formative) Each student writes a question about something discussed during the unit (or questions are pre-written) Crumple paper and gently toss to another. Open crumpled paper and answer the question. Re-crumple and toss. Add any needed additional information. Re-crumple and toss a third time. Final student makes changes/additions, the presents the question/answers with class.

33. Card Trick(formative) Each student picks a playing card. When the teacher asks a question or gives a problem, discuss it with your partner. The teacher will say something like, “all red cards stand” or “all Kings stand.” The teacher will pick someone who is standing to respond.

34. Dry-Erase Back to Back Boards(formative) You and your partner each get a mini-white board and stand back-to-back. The teacher asks a question and you each answer on your board. When the teacher says “turn around” you show each other your answers and discuss.

35. Entrance or Exit Cards(pre- or formative) Students write a response to a teacher generated question on a slip of paper. Teacher can review and re-teach. Entrance cards – questions related to upcoming learning. Exit cards – questions related to completed instruction. Variation – use same question for both Entrance and Exit.

38. 3-2-1 Exit Card

39. Exit Card Name Question: (formative) Not at this time YES Rate yourself: 1 = high confidence 2 = medium confidence 3 = I’m not sure on this Would you help someone else learn this?

40. Teacher posts questions, concepts, or vocabulary words in each of the corners of the room. Each student is assigned a corner. Once in the corner, the students discuss the focus of the lesson in relation to the question, concept, or words. Students may report out or move to another corner and repeat. After students have moved, as a writing assignment they should be encouraged to reflect on changes in opinion or what they have learned. Four Corners(formative)

41. Graphic Organizers or Learning Logs(pre- or formative)

42. Math Graph Organizers or Learning Logs

43. Pre-Assessing Using Graphic Organizers

44. Early Elementary Graphic Organizer or LogWINTER Coldest Season Snow Colored Leaves

45. Human Graph( pre-assessment or formative) • Demonstrated at the beginning of the presentation. • “Snowball” toss then human graph. x x x x x x x x x x x 1 2 3 4 5

46. Idea Spinner(formative) The teacher creates a spinner marked into 4 or 5 quadrants and labeled “Predict, Explain, Summarize, Evaluate” and “Free.” After new material is presented, the teacher spins the spinner and asks students to answer a question based on the location of the spinner. For example, if the spinner lands in the “Summarize” quadrant, the teacher might say, “List the key concepts just presented.” Predict Explain Evaluate Free Summarize

47. Journal Entry(formative) Writing done to encourage reflection or exploration of ideas or interest. Questions for reflection are often given by the teacher. What did you think of the class? Why? What did you learn today? What did you do in school today? What happened in school today that made you feel proud? How do you want to be evaluated? One thing that the teacher could do to help me understand things better is… One thing that I do that helps me learn the best is…

48. Key Concepts(formative) Explain the key concept “_revolution__.” Give a definition (in your own words), draw a symbol/picture to represent it, give an example of the concept, and a big idea to go with it. We are going to overthrow the government because you people are really mean! Definition Big Idea revolution Overthrow of one government for another government or sudden change (e.g., in ideas, technology) Revolutions sometimes occur when peoples’ rights are taken away or they have bad times economically. Picture/symbol American Revolution, French Revolution, Russian Revolution Industrial Revolution Examples

49. Key Concepts(formative) Explain the key concept “_the 5 senses_.” Give a definition (in your own words), draw a symbol/picture to represent it, give an example of the concept, and a big idea to go with it. Definition Eyes, Hands, Ears, Mouth, Nose 5 Senses Big Idea We learn about our world through our 5 senses. Picture/symbol Examples Seeing, Touching, Hearing, Tasting, Smelling

50. Letter to Principal/Parent(formative) Write a short letter to the principal/parent telling him or her all of the ideas you have learned about this week.