1. Assessment for Learning

2. Formative Assessment
Using evidence of student learning to adapt teaching and learning to meet student needs ~Dylan Wiliam
Session will be based on work of Dylan Wiliam
Review of research shows that FA is the most immediate, lowest cost initiative to achieve greatest learning gains

3. A General Model
What do we want students to know and be able to do? (Standards)
What do students know? What can they do? (Assessment)
How do we move from here to there? (FORMATIVE ASSESSMENT)
After 2nd bullet, what is the next step in traditional model? (Give grade.)
Formative assessment focuses instead on how to bridge the gap between where students are and where we want them to be.

4. Formative Assessment Strategies
Share learning intentions and criteria(Set and share goal/target for student learning)
Elicit student thinking and evidence of understanding(Solicit and listen to comments from students comments, answers, questions, or problems related to goals)
5 general strategies--each of us uses these strategies, want to improve and focus on using strategies to improve student learning
Review connections to Learningto Love article

5. Formative Assessment Strategies
Provide effective feedback that moves students forward
Engage students in peer- and self-assessment(Asks questions that encourage students to think)
Use formative assessment information in instructional planning

6. Sharing Learning Intentions
Set and share goal/target for student learning
“Essential Questions”
“Concept Word”
The hook for the lesson. Provide focus and what is expected to be know, not just mentioned or referenced at the end of the day.
One time of hearing does not equal lesson taught much less learned.
Declarative knowledge 3 times ina 6 day period
Procedural knowledge times of practice for 80% accuracy
So let

7. Eliciting Student Thinking & Evidence of Understanding
A rectangle has a perimeter of 80m.
The length of the rectangle is 20m
more than its width.
What are the dimensions of the rectangle?
Questions, cue, advance organizers, generating and testing hypothesis percentile gains Marzano 7

8. Is that the only solution? How do you know?8

9. Opening Questions Up to Probe for Understanding
What is the next step?
VS.
What could you do next and why?
How could you proceed from here?
How do you know the solution you get from elimination is a solution to both equations?

10. Feedback that Moves Students Forward
How do we typically provide feedback?
Does it move students forward?
What the research suggests
The presence or absence of feedback is not the issue--it’s the QUALITY of feedback
Summer: Jasmine Bazemore received score of 24/25--suggests that work is nearly perfect, but actually a long way from where we want it to be. Is the answer to give a 14/25? Probably not. If rationale for 24/25 is to grade students against what is reasonable to expect at this time, then maybe record in gradebook without recording on student’s paper; or save yourself the headache of figuring out how to grade, and focus on how to move the student to where we want her writing to be.
Greatest learning gains achieved when students given comments only (compared to grades and comments and grades only).
You may decide to record a grade in your gradebook and only give comments; you may decide to only grade after students have responded to the comments; you may decide not to grade at all.
Marzano research 23 percentile gain

11. Key Features of Effective Comments
Comments should identify what has been done well and what still needs improvement
Comments should further provide guidance on how to make that improvement
Instruction should provide opportunities for students to follow up on comments

12. Feedback that Moves Students Forward
Think outloud!! Work your assigned problem, as you would ideally want your students to respond. (Explain  How? Justify  How do you know? or Why?)
Read student responses on reverse.
Rather than correct the student responses, write questions to elicit improved responses.
Quiz review, how many chose answer ….Explain your answer choice.

13. Student and Teacher use of Formative Assessment Results
In what ways did you adjust instruction based on results from a FA activity this month?
How did students react to the use of FA activities that were not graded but used to help them know their level of understanding?
How can we increase the student use of FA results?