1. Leadership Workshop September 4, 2009
Formative Assessment
Overview
Leadership Workshop September 4, 2009

2. Are You… ASSESSMENT SAVVY?
Skilled in gathering accurate information about students learning?
Using it effectively to promote further learning?

3. Two Uses of Assessment SUMMATIVE FORMATIVE Assessments OF Learning
How much have students learned as of a particular point in time?
FORMATIVE
Assessments FOR Learning
How can we use assessment information to help students learn more?

4. ASSESSMENT SAVVY? What’s your opinion?
Read the 3 Vignettes silently to yourself
Individually decide whether these teachers are using formative assessment
7 minutes to read, answer, and discuss
Large Group Review and Discuss

5. WHEN DO YOU ASSESS?
Traditionally, teachers have assessed students at the end of an instructional unit or sequence.
However, when assessment and instruction are interwoven, both the students and the teacher benefit. 5

6. Research consistently shows that regular, high-quality FORMATIVE ASSESSMENT increases student achievement.

7. Formative assessment can and should be done
BY STUDENTS,
as well as by teachers. The key to improvement is how students and teachers use assessment information.

8. Seven Strategies of Assessment FOR Learning
Clear & Understandable Vision of Target
Examples/models of strong & weak work
Regular Descriptive feedback
Teach Students to Self-Assess & Set Goals.
Focus on One Aspect
Teach Focused Revision
Engage students in Self-Reflection
Rick Stiggins

9. Strategies and Student Questions
Know where they are going
1. Provide clear and understandable vision of the learning target.
2. Use examples and models of strong and weak work.
Know where they are now
3. Offer regular descriptive feedback.
4. Teach students to self-assess and goal set
Know how to 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.
Jan Chappius, 2005

10. The good news is---you are doing much of this already!
Formative Classroom Assessment simply helps you make your current practice more intentional and effective.

11. Why SMART Goals? Clear & Understandable Vision of the Target
Targets as SMART goals.
SMART goals direct our “focus”
SMART goals help define exactly what the “future state” looks like and how it will be measured.
Mountain is an Education Consultant

12. What Are SMART GOALS? M easurable A ttainable R esults-oriented
S pecific, strategic
M easurable
A ttainable
R esults-oriented
T ime-bound

13. 27 percentile points higher
When students know what they are learning, their performance, on average, has been shown to be
27 percentile points higher
than students who do not know what they are learning.
What are the learning targets?

14. Scaffolding

15. Scaffolding
Breaking learning targets into attainable, measurable steps
Provides learners an opportunity to build upon prior knowledge through multiple, increasingly complex opportunities

16. Why Scaffold?
Simplify the task to make it more manageable and achievable for a child
Provide some direction in order to help the child focus on achieving the goal
Clearly indicate differences between the child’s work and the standard or desired solution
Reduce frustration and risk
Model and clearly define the expectations of the activity to be performed (Bransford, Brown, and Cocking, 2000).

17. Copy template

18. Lisa/Tracy Make a copy for each person to use.

19. Ideas Regarding Acceptable Forms of Evidence
Intended Use for Teachers:
Identify student learning
Inform instruction
Identify proficiency
What evidence do we
have of the learning?
Steph/Kathy

20. ASSESSMENT PROCESS Learning Target (Followed by direct instruction)
Formative Assessment (Assessment FOR Learning)
Instructional Decisions
Extend Learning
Reteach
Formative Assessment (Assessment FOR Learning)
Student Achievement 20

24. Using questioning and group discussion as a formative assessment tool can help promote learning with individual students.

26. Expectation/Skill: Sequence
Evidence of Skill Acquisition
Evidence Over Time

27. Formative or Summative?
Unit Assessments

28. Formative or Summative?
Students take sentence strips and put them in order by the sequence of events in the story.

29. Formative or Summative?
Completing a T Chart to draw connections between Corretta Scott King and Rosa Parks independently.

30. Formative or Summative?
Weekly Assessments

31. I can put story events in order.
T: What do we want each student to know or be able to do? St: What do I need to know?
I can put story events in order.
Sequence Expectation Grades: K, 1, 2, 3, 4, & 5

32. T: What evidence do we have of the learning? St: Where am I now?
What resources/strategies will help you know if a child understands main idea and sequencing?
What resources/strategies will help students know if they are successful in understanding main idea and sequencing?

33. Formative Assessment Strategies
Conference
Cooperative Learning Activities
Demonstrations
Exit Card
Graphic Organizers
“I Learned” Statements
Interviews
Journal Entry
KWLs
Learning Logs
Oral Attitude Surveys
Oral Presentations
Peer Evaluations
Problem Solving Activities
Products
Questioning
Quiz
Response Groups
Self-Evaluations

34. Balancing Assessment for and of Learning

35. 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 35