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

2. Are You… ASSESSMENT SAVVY?
Skilled in gathering accurate information about students learning?
Using it effectively to promote further learning?
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. Four Corners Pre-test What is Formative Assessment?
Used for assigning grades
End of Grade tests
Drives Instruction
Only given 3 times a year
Label 4 corners of the room with the letters A, B, C, D
On cue, have participants move to the corner of the room that best reflects their answer to this question
Discuss how this can be used for the teacher as a formative assessment tool-
Those who lag behind waiting to see where others go
Those who immediately make a choice
B could be a correct response: EOG can be both formative and summative- depends on how you use the information gained from it- if is is used to drive your instructional practices in your classroom, then it can be a formative tool

6. 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)

7. Five Assessment Myths and Their Consequences
By Dr. Rick Stiggins
Read article- jigsaw activity

8. The Assessment–Instruction Process
Pre – Assessment “finding out”
Summative Assessment “making sure”
Benchmark Assessment “formal check-up”
Formative Assessment “checking in” “feedback” “student involvement” 8

9. Current model that the state has adopted for assessments- shift from summative assessments driving our daily instruction; with more formative assessment being utilized= growth in student achievement

10. 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?
Create 3 column door foldable to take notes:
Summative Assessments
Benchmark Assessments
Formative Assessments

11. Summative Assessments How often do we use this type of assessment?
“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

12. Any Cumulative Final Assessment (End of Year)
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)

13. How often do we use this type of assessment?
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

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

15. How often do we use this type of assessment?
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
Create mini book foldable to take notes
Assessment for Learning Assessment of Learning

16. Who uses these Results? What are Some Examples
Teachers
Students
Parents (when applicable)
What are Some Examples
Whiteboards
Response cards
Personal response systems
Whole class discussion
Observations
Teacher / student conference
Overt Responses
Create mini book foldable to take notes
Assessment for Learning Assessment of Learning

17. 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

18. Assessment for Learning Assessment of Learning
Summative Assessment (Assessment OF Learning)
Pre – Assessment
Formative Assessment (Assessment FOR Learning)
Benchmark Assessment “formal check-up”

19. Assessment for Learning Assessment of Learning
Teachers, students and parents are the primary users
Teachers, principals, supervisors, program planners, and policy makers are the primary users
During learning
After learning
Used to provide information on what and how to improve achievement
Used to certify student competence
Used by teachers to identify and respond to student needs
Used to rank and sort students
Purpose: improve learning
Purpose: document achievement of standards
Primary motivator: belief that success is achievable
Primary motivator: threat of punishment, promise of reward
Continuous
Periodic
Examples: peer assessment, using rubrics with students, descriptive feedback
Examples: final exams, placement tests, state assessments, unit tests

20. Balancing Assessments for Students
Formative
Not usually grade accountable
Student involvement
Part of instruction
Forms direction of daily instruction
Assess teaching
Summative
Classroom Tests
State Tests
District Tests
High accountability
Assessment of students

21. 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

22. 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.

23. Teacher Actions Monitoring of student work
• Monitoring classroom (group) discussion
• Good questioning
• Give opportunities for students to work (not just take notes/listen to lecture/watch teacher work problems)

24. Student Actions Working in pairs, groups, or individually.
• Sharing work/explaining work to others.
• Answering questions

25. Teachers What do your students know?
How did you find out what they know?
What’s your evidence?

26. Students What did you learn? How do you know you learned it?
What feedback would you like from the teacher?

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

28. Self Assessment Activity Answers
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

29. The Formative Assessment Framework
Where am I now?
Where am I going?
How do I close the gap?

30. 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
-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

31. 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.

32. Seven Strategies of Formative Assessment
Where am I now?
(criteria for success)
1. Provide a clear and understandable
vision of the learning goals.
2. Use examples of strong and weak
work.
Where am I going?
(analyze evidence)
3. Offer regular descriptive feedback.
4. Teach students to self-assess and
set goals.
How can I close the gap?
(adjust instruction)
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 document and share
their learning.

33. How do you typically assess students in your classroom?
Stand up where you are and find a partner standing next to you
Stand shoulder to shoulder facing me for instructions
Instructions:
At the signal- you will turn and face your partner and take turns sharing one answer/response to this question at a time, continue going back and forth with your answers until time is called
“Rally Robin”

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

35. 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

36. Formative ASSESSMENTS
The ABC’s of
Formative ASSESSMENTS

37. Alphabet Graffiti Anticipatory Guides (pre- and formative)
Agree
Disagree
Fungi must form spores to reproduce.
Support it:
All mushrooms are safe for us to eat.
Yeast is a form of fungus.
Penicillin is made from a fungus.

38. 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.

39. 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.

40. 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.

41. 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.

42. 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.

45. 3-2-1
Exit Card

46. 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?

47. Four Corners (formative)
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.

48. Graphic Organizers or Learning Logs (pre- or formative)
What I knew already…
New Vocabulary
Important to remember
Chart/Picture it
This reminded me of…
Not so sure about this…

49. Math Graph Organizers or Learning Logs
What I knew already…
New concept or idea
Important to remember
Chart/Picture it or give an example…
How this relates to a past concept/idea…
Not so sure about this…

50. Pre-Assessing Using Graphic Organizers
Define it…
Give an example…
Give a non-example…
Ask a question about it…

51. Early Elementary Graphic Organizer or Log WINTER
Define it…
Give an example…
Give a non-example…
Ask a question about it…
What are the WINTER MONTHS?
Coldest Season
Snow
Colored Leaves

52. 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

53. Idea Spinner (formative)
Predict
Explain
Evaluate
Free
Summarize
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.”

54. 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…

55. 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.
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.
We are going to overthrow the
government because you people
are really mean!
Picture/symbol
American Revolution, French Revolution, Russian Revolution
Industrial Revolution
Examples

56. 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

57. 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.

58. Magnets (formative)

59. Instead of Magnets, Use Post-its
No clue
I’ve heard of this.
I know a lot about this.
I’m an expert on this.

60. Note-Taking Specialist (formative)
Switch notes with your partner.
Look at your partner’s notes and enhance his/her notes by underlining key terms/ideas, drawing symbols for key ideas, adding in any important notes that are missing, asking questions about key ideas.

61. Outside/Inside Circle (formative)
Inside and outside circles of students face each other.
Within each pair of facing students, students quiz each other with questions they have written or problems they have created.
Outside circle moves to create new pairs.
Repeat.

62. P-M-I (formative) P-M-I P (Plus/Positives about the topic)
M (Minus/Negatives about the topic)
I (Intriguing/Interesting about the topic)
*S (Suggestions for further study on the topic)

63. Quick Write/Quick Draw (pre-assessment or formative)
Science
Sequence/steps/cycles/processes Scientific principles Content-area vocabulary
Math
Steps in a process
Social Studies
Important events/turning points/conflicts Elements of civilization Highlights of an era Content-area vocabulary
ELA
Character/key figures/attributes Setting/conflict/problems & solutions Beginning, middle, end Symbols/themes
From 25 Quick Formative Assessments for a Differentiated Classroom

64. Rock, Paper, Scissors (formative)
Listen to the question or the problem the teacher asks and discuss it with your partner.
Do “Rock, Paper, Scissors” with your partner.
The winner stands and the teacher will choose one or more of the winners to answer the question. Repeat several times.

65. Spinner – Used with Think/Pair/Share (formative)
In response to a teacher prompt or question, students THINK,
Then PAIR (discuss with a partner),
And then SHARE ideas with the whole class – only those whose number is called (using the spinner) share.

66. 1 2 8 3 7 4 6 5
SPIN

67. Tear and Share Activity (formative)1 1 1 1 2 3 4
From Fogarty & Pete – Wildly Exciting, 2010

68. Understanding Check with Signaling (pre-assessment or formative)
Sometimes
called
“Fist to Five”
4 Fingers – Very Well
3 Fingers – Well
2 Fingers – Somewhat Well
1 Fingers – Not Very Well
Fist – Not At All

69. Informal Formative Assessment: Red, Yellow, Green
RED: Show red if you…
feel I have not explained this clearly;
still have many questions;
can’t work without assistance; or
do not understand what you are supposed to do.
YELLOW: Show yellow if you…
have a question;
need more information; or
need more time to think.
GREEN: Show green if you…
really understand;
can explain what you know to the class; or
are okay if I call on you.

71. Venn or H-Diagram (formative)

72. Whiteboard or Chart Paper Champs (formative)
The class is divided into 5-6 teams.
The whiteboard/chart paper is divided into a large space for each team.
Each person needs a writing utensil.
When the teacher says “Go,” all team members rush to their area and write or draw (symbols/pictures) to represent key ideas in the current topic of study. (It will be crowded!)
At the end of 3 minutes, each team must present 2-3 ideas from their whiteboard or chart paper creation.

73. X Marks the Spot (pre-assessment and formative)
Have students track their progress on the targets. X X

74. Yes/No Cards (pre-assessment or formative)
Students make a large index card with Yes (or "Got It") on one side, No ("No clue") on the other side.
Teachers ask an introductory or review question.
Students who know the answer hold up the Yes card, if they might have the answer they hold the No card.
Then do a quick Think/Pair/Share.
This short assessment can give a quick look at what the group is ready for/understands/'gets'.
Example: Use when introducing vocabulary words that students need as a knowledge base for a specific unit of study.

75. ZAP Game (Like Password) (formative for a vocabulary check)
One student looks at the screen – one does not look at the screen.
The student looking at the screen gives clues to the student not looking at the screen.
As soon as someone “gets” the word, the team raises their hands.
Other teams quietly say “ZAP.”
Do 6 words, then switch partners.

76. A Vocabulary Review Activity
ZAP
(Like Password)
A Vocabulary Review Activity

77. The
is…
Summative

78. You will each have 2 minutes to talk
Talk to this person about which of these ideas would work in your classroom.
Stand up and make eye-contact with someone who is wearing a similar color to yours. Discuss the above.
You will each have 2 minutes to talk
Identify at least 2 you will commit to using. 78 78

79. Anticipation Guide Statement Formative assessment is a formal test
Agree
Disagree
Statement
Formative assessment is a formal test
Formative assessment should only occur at the end of a unit or chapter.
Formative assessment is a system of techniques and strategies.
Formative assessment should always receive a grade.
Formative assessment checks for understanding during instruction.

80. SOME FINAL THOUGHTS Formative Assessment:
Refers to what happens on a daily basis in the classroom
Provides teachers with information about specific next instructional steps for students:
Assessment Drives Instruction.
Students know where they are at instructionally and where they need to go
On-going assessment provides continual feedback that helps students progress over time

81. FORMATIVE ASSESSMENT This Type of Assessment is NOT New…
it is a New way of thinking about our current instruction!

82. SUMMATIVE ASSESSMENT
This type of assessment is a successful end product and/or the fulfilling of the pre-stated objective.
More formative assessment= greater student achievement

83. Teacher Thoughts on FA
Video Clip

84. “The Garden Analogy”
Formative Assessment is the equivalent of feeding and watering the plants appropriate to their needs- directly affecting their growth.

85. Shaping Up Your Thinking
Draw the following shapes on your paper and then listen for directions
Something that was said today that SQUARES with my thinking
A question or thought that is going AROUND in my mind 3
Important
POINTS
to remember
Shaping Up Your Thinking