Formative Assessment

1. Formative Assessment

2. Assessments include ___ activities that teachers and students undertake to get ___________ that can be used diagnostically to _____ teaching and learning.

3. all Formative assessments include ___ activities that teachers and students undertake to get ___________ that can be used diagnostically to _____ teaching and learning. information adjust

4. Assessments include all activities that teachers and students undertake to get information that can be used diagnostically to adjust teaching and learning. Examples include: • teacher observation, • classroom discussion, and • analysis of student work, including homework and tests.

5. Assessments become formative when the information is used to ________ teaching and learning to meet student needs. adjust

6. Doug Eder- www.siue.edu/assessment

7. Doug Eder- www.siue.edu/assessment

8. Doug Eder- www.siue.edu/assessment

9. Doug Eder- www.siue.edu/assessment

10. Doug Eder- www.siue.edu/assessment

11. Doug Eder- www.siue.edu/assessment

12. Doug Eder- www.siue.edu/assessment

13. Doug Eder- www.siue.edu/assessment

14. Doug Eder- www.siue.edu/assessment

15. Doug Eder- www.siue.edu/assessment

16. Doug Eder- www.siue.edu/assessment

17. Doug Eder- www.siue.edu/assessment

18. Doug Eder- www.siue.edu/assessment

19. Formative Assessments High Achievement Pretest 4 Refocused Instruction 3 2 1

20. Formative Assessments High Achievement Pretest 4 Refocused Instruction 3 2

21. Formative Assessments High Achievement Pretest 4 Refocused Instruction 3

22. Formative Assessments High Achievement Pretest 4 Refocused Instruction

23. Formative Assessments High Achievement Pretest Refocused Instruction

24. Corrective Instruction

25. does Anything a student ______can be used as an assessment tool. Again, there is no best practice; it’s whatever works for the teacher and this particular set of students.

26. Go to other powerpoint #2

27. Formative Assessment

28. does Anything the student ______can be used as an assessment tool. Again, there is no best practice; it’s whatever works for the teacher and this particular set of students.

29. 2. Teachers should determine the purpose. • In order to administer any good assessment, be it formative or summative, there must be a clearly defined purpose. Ask these questions: • What concept, skill or knowledge am I trying to assess? • What should the students know? • At what level are my students performing? • At what level would I like them to be performing?

30. 3. Create rubrics. Research has shown that showing • students what is expected of them, and why, gives them • the opportunity to become active in their own • education. It also helps them take responsibility for • their work and their own learning. • Determine what a successful project will look like via clearly defined criteria. What makes it a “1” vs. “5”? • List important aspects of performance; no more than 10 (Ex: using • vocabulary words, punctuation…etc). • Be clear • Make sure students understand • Post the criteria: e.g. slice of pizza (supporting detail, vocabulary, punctuation)

31. 4. Choose the activity: formal vs. informal • Informal; students do not know they are being assessed. Classroom discussions; discussions between students; minute papers; homemade • assessments; peer instruction; student journals; student self-evaluation sheets; editing. • Formal; students know there is a grade associated with the result. Homework assignments; classroom assessments; student journals; classroom presentations; portfolios; editing.

32. 5. Monitor feedback. • Using both formal and informal, examine if students have mastery of subject. • Where are the gaps? • Are there things that most students do not understand? If so, then is it a • teaching problem or a content problem?

33. 90% of what is considered “impossible” is, in fact, possible. The other 10% will become possible with passage of time and technology.