Formative Assessment Institute

1. Formative Assessment Institute Barb Rowenhorst Jackie Jessop Rising Janet Hensley Jennifer Nehl Pam Lange

2. Outcomes • Integrate the Seven Strategies of Assessment FOR Learning into effective assessment practices. • Align benchmarks to classroom assessments. • Design and evaluate multiple-choice items for classroom use. • Understand how to analyze student multiple choice responses to guide instruction and learning. • Use knowledge of quality questions to help guide analysis of student responses. • Develop a plan for “next steps” for the student and teacher.

3. Agenda Tuesday, September 23, 2008 7:00 to 8:00 am Continental Breakfast 8:00 to Noon Welcome Year Two Vision Assessment IQ Assessment Dialogue/Development Noon-1:00 Lunch 1:00-4:00 pm Assessment Development/Work time Wednesday, September 24 7:00 to 8:00 a.m. Continental Breakfast 8:00 to 10:15 Using Assessment Results 10:15 to 10:30 Break 10:30 to Noon Cassie Erkins Noon-12:45 Lunch 12:45 to 3:00 Cassie Erkins Continued 3:00 – 3:15 Homework Assignment/Closure

4. Credit Options Remember to sign in each session • PTSB Credit • Graduate Credit – University of Wyoming • See Deanna

5. http://fai.tie.wikispaces.net/

6. Dates: 2008-2009 Trainings

7. OF and FOR Assessment - Purpose Assessment OF Learning (Summative Assessment): How much have students learned as of a at a particular point in time? Assessment FOR Learning (Formative Assessment): How can we use assessments to help us with instruction so students learn more? Divide into groups

8. Which is Which? It isn’t the method that determines whether the assessment is summative or formative… it is how the results are used.

10. Seven Strategies for Assessment FOR Learning Where am I going? Provide a clear and understandable vision of the learning target. Use examples and models of strong and weak work. Where am I now? 3. Offer regular descriptive feedback. 4. Teach students to self-assess and set goals. How can I close the gap? 5. Design lessons to focus on one aspect of quality at a time. 6. Teach students focused revision. 7. Engage students in self-reflection and let them keep track of and share their learning.

12. Kinds of Learning Targets Knowledge targets • the facts and concepts we want students to know. Reasoning targets • students use what they know to reason and solve problems. Skill targets • students use their knowledge and reasoning to act skillfully. Product targets • students use their knowledge, reasoning, and skills to create a concrete product. Dispositional targets • students attitudes about school and learning.

13. Benchmark Students Move Up The Ladder Through A Sequence Of Learning Steps Assessment OF Learning Learning Target Learning Target Learning Target Assessments FOR Learning Learning Target Learning Target Learning Target

14. Barb

15. Assessment IQ

16. Assessment IQ How many did you get right?

17. Assessment IQ • “New Assessment Beliefs for a New School Mission” (Stiggins) • Posted on FAI Wiki/DVD www.assessmentinst.com/forms/NewBeliefs.pdf

18. Janet

19. Essential Question • As educators, what information are we reallygetting from the assessments we give our students? What information are our students receiving?

20. A Journey into the Past! Share with your group a BAD assessment experience you had when you were a student. Why do you remember it? Now identify a GOOD assessment from your past. What made it good?

21. As you look at each trait from the assessments, analyze them for evidence of the seven strategies. Ex: “Was there a clear and understandable vision of the learning target to the student?”

22. Where am I going?Strategy 1 • Provide a clear and understandable vision of the learning target. • Share the learning target(s) in advance of the lesson. • Use student-friendly language. • Check for understanding.

23. Where am I going?Strategy 2 • Use and post student examples/models of strong and weak work (keep anonymous). • Share models of student work. • Allow students to score samples. • Demonstrate the process of creating a performance, project, etc.

24. Where am I now?Strategy 3 • Offer students frequent, descriptive feedback. • Descriptive feedback directly reflects the learning target(s). • Address the targets they are doing well and their next steps toward achieving their learning goal.

25. Where am I now?Strategy 4 • Teach students to self-assess and set goals. • Self-assessment is a necessary part of the learning process. • Students can identify their strengths and the areas in which they need to improve based upon examples/models of proficient work.

26. How can I close the gap?Strategy 5 • Design lessons that focus on one learning target at a time. • Differentiate student instruction. • Develop confidence before moving on. • Be careful not to reach beyond the next sequential learning target.

27. How can I close the gap?Strategy 6 • Teach students focused self-revision. • Teachers should model revision practice using strategies and examples. • Students should qualify their responses in order to isolate learning targets.

28. How can I close the gap?Strategy 7 • Engage students in self-reflection, and allow for student record keeping. • Students need to share their progress with all assessment users. • The teaching, learning, assessment cycle becomes a partnership.

29. As you look at each trait from the assessments, analyze them for evidence of the seven strategies. Ex: “Was there a clear and understandable vision of the learning target to the student?”

30. Target Assessment MatchPage 100

31. Links Among Achievement Targets and Assessment Methods Adapted from Table 4.1 p. 100

32. Cognitive Levels of Questioning When designing questions, we need to look at the different cognitive levels and assure that we are assessing all levels. • Bloom’s 6 levels of questioning • Webb (Norman Webb’s 4 levels)

34. Self-Assessment of Skill Level Pick a unit from the one(s) you brought: • Estimate the levels being assessed. • Do this by calculating a rough percentage of Bloom’s and/or Webb. • Ex. 20% Knowledge, 30% Comprehension, 40% Application • Ex. Webb Level 1 = 30%, Webb Level 2 = 40% Side Note: 80% of questions in the classroom are level 1 80% of benchmarks are level 2 and 3

35. Reminder: • It is necessary to have deconstructed your benchmarks. • Students need to have the benchmarks in ‘student friendly language.’

36. Selected Response • Multiple Choice • True/False • Short Response

37. Quality Multiple Choice Items • A multiple choice item consists of three parts: • the stem (the question) • the key (correct answer) • the distracters (plausible choices)

38. Multiple Choice Item Development • Considerations: • Correct response provided • Meaningful distracters • Not limited to “lower order skills” (Webb level or Bloom’s level)

39. Multiple Choice Example Which measurement unit below would be best to use if you wanted to measure the mass of a bumblebee? gram kilogram millimeter centimeter

40. Multiple Choice Item Development

41. Multiple Choice Item Development Demonstration • Step 1 • Identify a standard to be assessed. • Step 2 • Analyze the standard for: • Webb level • Bloom’s level

42. Multiple Choice Item Development Demonstration • Step 3 • Identify the context for the item. • Identify any stimuli (text or graphics). • Real-world contexts are more engaging for students (such as real problems that relate to Wyoming, sports, entertainers etc.) • Stimuli such as graphics should clarify the stem for students (not be just visually appealing).

43. Multiple Choice Item Development Demonstration • Step 4 • Write a draft stem and write the correct answer. • Stems should pose a single problem, although the solution may require multiple steps. • Avoid the use of negatives in the stem. • Stems should be clearly written and as concise as possible.

44. Multiple Choice Item Development Demonstration • Step 5 • Identify three distracters that contain common errors students would make. • Be sure none of the distracters is a possible answer. • Avoid clues in the distracters. • Make sure all of the options are comparable in length, complexity, and grammatical form. (!!) • All options should be in logical order.

45. Multiple Choice Item Development Demonstration • Step 6 • Review the item. • Does it align with the benchmark? • Does it align with Webb levels or Bloom’s levels? • Is the correct response accurate? • Are the distracters appropriate?

46. Things to Watch . . . • Don’t throw in pictures. • Only use bold when necessary. • Don’t use italics – hard to read. • Grades K-3 • Stems should be a complete sentence (not unfinished sentences).

47. You Try It . . . • In groups of 2 or 3, use the Multiple-Choice Item Checklist to work with your test items.

48. Multiple-Choice Item Development You Try It • Using practice handout, design a multiple-choice item with a partner. • Use checklist to analyze a question. • Choose one question per table to record on chart paper. Record benchmark and the question. • Post on wall.

49. Multiple-Choice Item Development Multiple-Choice Item Development You Try It • Do a gallery walk and provide descriptive feedback on post-it notes for three posted questions. • Review the observations of others and generate “ah-ha’s” to share with whole group. • Dialogue at table • Share out

50. Multiple Choice Item Development Independent Practice Template Individual or in teams, work with unit assessment items.