1. FORMATIVE ASSESSMENT Not just a test…

2. Assessment for the Assigned Article Complete the test questions on the next slide. Work individually. Leave no answers blank. You have 5 minutes. Begin….

3. Test Questions for Assessment 1. What was the old mission of schools? 2. Under this mission, what was used to motivate students? 3. What is the driving force for students under the new mission of schools? 4. What are 3 keys mentioned in the article to guide learning at the classroom level? 5. In a one sentence summary, how has the mission of schools changed?

4. Answers for Test Questions 1. The school’s responsibility was to provide the opportunity to learn. 2. Assessments (final exams, pop quizzes) and threat of low or failing report card grades were used to motivate students. 3. All students must come to believe that they can succeed at learning if they try.

5. 4. Three keys to guide learning are: 1) testing more frequently at the summative level, then using summative assessments in a formative way 2) using data to make instructional decisions 3) using many different assessment methods to provide ongoing evidence and evaluation of student progress toward mastery of the knowledge and skills students need to know.

6. 5. The mission of schools has changed from an achievement continuum that was ultimately reflected in each student’s rank in class upon graduation to one that ensures that all students learn to specified standards and are able to achieve maximum success.

7. The Old Mission and The New Mission In your table groups, take five minutes to discuss the power struggle between the old mission and the new mission of schools according to the article.

8. A Closer Look FORMATIVE ASSESSMENTS Assessments for learning that measure a few things frequently They inform teachers of the effectiveness of their practice They identify which students have learned the skill They advance and motivate rather than just check on student understanding

9. A Quick Nod to Christian Gloade “…don’t say you are going to grade a Formative Assessment in Canada, or you will have things thrown at you.” Kay Burke, “How to Design High Quality Assessments”, Oct., 2010

10. Summative Assessments Given to determine at a particular point and time what students know and don’t know. They are an accountability measure that is generally used as a part of the grading process. Happen too far down to provide information to make instructional adjustments and interventions.

11. Protocol for Using Common Assessments Step 1: Pacing Guides Step 2: Instructional Materials and Arrangements Step 3: Common Assessments Step 4: Consensus Scoring and Item Analysis Step 5: Revising Pacing Guides, Assessments, Re-teaching and Forming Intervention Groups WORKING WITHIN YOUR COLLABORATIVE TEAMS IS KEY!

12. Common Assessment Look at the Common Assessment created by your collaborative team. Does it… measure the understanding of the specific standard or content taught? use the language of the standard? give the opportunity for feedback? provide students the opportunity to own their learning?

13. Reality Check Formative Assessments ARE…Summative Assessments ARE… FOR LearningOF Learning Like a physical examLike an autopsy Results with time to interveneIt’s over…Remediate Not graded…but feedback is provided Graded Promote/Support LearningJudge Learning

14. Informal Formative Assessment Occurs on a daily basis Multiple times during the lesson Immediate feedback of learning Immediate lesson refocus Keeps goals and objectives at the center of the lesson or activity Informal

15. Types of Assessment Strategies Summaries and Reflections - Students stop and reflect, make sense of what they have heard or read, derive personal meaning from their learning experiences, and/or increase their metacognitive skills. These require that students use content- specific language.

16. Other Types of Assessment Strategies Lists, Charts, and Graphic Organizers - Students will organize information, make connections, and note relationships through the use of various graphic organizers. Visual Representations of Information - Students will use both words and pictures to make connections and increase memory, facilitating retrieval of information later on. This "dual coding" helps teachers address classroom diversity, preferences in learning style, and different ways of "knowing."

17. Exit Cards One of the easiest informal formative assessments is the Exit Card. Exit Cards are index cards (or sticky notes) that students hand to you, deposit in a box, or post on the door as they leave your classroom. On the Exit Card, your students have written their names and have responded to a question, solved a problem, or summarized their understanding after a particular learning experience.

18. Exit Cards, Cont. In a few short minutes, you can read the responses, sort them into groups (students who have not yet mastered the skill, students who are ready to apply the skill, students who are ready to go ahead or to go deeper), and use the data to inform the next day's instruction.

19. The Write About Summary Strategy At the end of your lesson, provide a Write About sheet to students.Write About sheet Model for the class how you would complete a Write About. Depending upon your students, you may need to model several times. Brainstorm key words and draw a picture to represent the main idea. Demonstrate how to write a summary using the key words on the list. Show students how you check off the terms as you use them and circle them in your writing. Let partners talk and complete a Write About together.

20. Write About Strategy, cont. After a few practice opportunities with a partner, students should be ready to complete a Write About on their own. Collect this assessment and provide feedback to students. Provide a simple check or check- plus to indicate the individual's level of mastery.

21. Write About, Cont. Share with your class what a check or check- plus means. (A check means that you understand most of the terms and ideas, but still have to master others. Please notice any circles, question marks, or questions that I have written on your paper to help guide your next steps in learning.) Plan your instruction for the next day so that it fills any gaps in class understanding and/or includes flexible grouping for a follow-up tiered activity.

22. Tips for Tiering To support struggling learners: Duplicate the Write About template with the vocabulary terms already printed on it.

23. Keeping Data One way to keep track of the data is to use a class list. On this sheet, you can note specific skills and record how each student is doing. You can use a system of check-minus, check, and check-plus or the numbers 4, 3, 2, 1 to indicate student proficiency with the skill.class list

24. How to Use the Data Thomas R. Guskey suggests that for assessments to become an integral part of the instructional process, teachers need to change their approach in three important ways. They must "1) use assessments as sources of information for both students and teachers, 2) follow assessments with high-quality corrective instruction, and 3) give students second chances to demonstrate success" (2007).

25. Re-teaching Corrective instruction designed to help students must present concepts in new ways and engage students in different learning experiences that are more appropriate for them. (Guskey, 2007/2008).

26. What Next? “ Tiering” your activities for two or three levels of learners is usually what is called for after a review of assessment data. Be prepared to provide both corrective activities and enrichment activities for those who need them.

27. Common Formative Assessment Requires collaboration and an understanding of core (power standards) More efficient More equitable for students Builds common data and responsibility of student learning Facilitates a collective and systematic response to students who are having difficulty

28. UNPACKING THE STANDARDS Common Formative Assessments and Summative Assessments MUST begin with an understanding of the standards! Alignment….Is KEY!

29. What have we learned… Formative Assessments are FOR learning Summative Assessments are OF learning Informal Formative Assessments happen daily Summative Assessments occur at the end Unpacking standards and Common Formative Assessments go hand-in-hand

30. Think About It Formative assessments lead to… INTERVENTION Summative assessments lead to… REMEDIATION The more we formatively assess students, the less we have to remediate!

31. Bibliography Dodge, Judith. 25 Quick Formative Assessments for a Differentiated Classroom DuFour, Richard, Rebecca DuFour, Robert Eaker, and Thomas Many. Learning by Doing. 1st ed. Bloomington, IN: Solution Tree, 2006. Print. Garrison, Catherine and Ehringhaus, Michael. Formative and Summative Assessments in the Classroom