1. Literacy Work Sample Formative Assessment 1

2. Overview: Formative Assessment A. Relationship of Formative Assessment to Unit Objective(s) B. Rationale for Formative Assessment C. Models of Formative Assessment –Mastery Model OR –Cumulative Model –Progress Monitoring (optional for work sample) D. Overall Guidelines for Probes Work Sample Seminar2

3. A. Your formative assessment assesses progress toward your unit objective Your formative assessment should be linked to your sequence step objectives Work Sample Seminar3

4. Data Driven Decisions: 4 ways you will do this for your work sample n Daily Work Sample Lesson Reflection (put in Instructional Plans section – covered next class) n Daily Performance Charts (put in Data on Learning Gains section) n Weekly Interpretation of Learning Gains (WILG; put in Interpretation/Explanation of Data section) n Student Learning Gains Report (put in Interpretation/Explanation of Data section) Work Sample Seminar4 daily weekly End of unit within lesson

5. Daily Work Sample Reflection within lesson Complete the following prompts after each lesson: What parts of the lesson were most successful? What do I need to reteach? General reflection / Comments

6. Daily Performance Chart: Pupil Teacher Unit Terminal Objective Cap: Change when: daily

7. Weekly Interpretation of Learning Gains (WILG Form) Unit Objective: Decision Rules n Advancement: The pupil will advance to the next step, skill, or objective when he/she achieves (CAP). n Alterations: The program will be modified when the student does not achieve CAP within days. weekly

8. Student Learning Gains Report Explanation n One of the purposes of the work sample is to show that teaching can make an impact on student learning. Our state and national accreditors ask us for evidence of the positive impact you have on the students you teach. We are asking your cooperation in gathering this evidence. The information you share will in no way affect your grade or field experience evaluation. Nor will it affect the evaluation of your supervisor or cohort leader. Similarly, it is not necessary to identify yourself or the students you taught. We will report the overall effect of work sample instruction on preK-12 students as group data. Please fill in all information as accurately as you can. n Thank you. We will not only look at pre and post-assessment scores to assess the impact of instruction on student learning, but also on supervisor evaluations of work samples. End of unit

9. B. Why Formative Assessment?  To assist in making decisions about instruction  To communicate progress to the student  It works! (e.g., Fuchs & Fuchs, 1986)

10. Models of Formative Assessment (for work sample):  Mastery model (step-by-step)  Cumulative model  Also: General Outcome Measures (e.g. progress monitoring) – optional for work sample

11. Mastery Model  Discrete small steps  Must meet criterion before moving on  Pre/posttest tests all content  Formative probes test only that step (plus 2 or 3 review)  Decision Rule is based on number of days under criterion Step 1Step 2 Step 3 Step 4

12. Mastery Model Sequence of discrete steps Example: Vowel combinations  Step 1 – ee, ea  Step 2 – ai, ay  Step 3 – oa, oo  Step 4 – ou, ow

13. Mastery Model Example: Vowel combinations Pre/posttest Test all steps eeooeaoa aiouoway meettooltealboat painouttownray

14. Unit Objectives: #1 Given a list of 5 letters ( /m /, / t /, /a /, /s /, /p /) students will say the sounds with 100% accuracy by 11/7/2008. #2 Given a list of 10 high frequency words ( I,am,the,little,to,a,have,is,we,my ) students will identify by pointing to the words with 90% accuracy by 11/7/09. Mastery Model Example

15. Graphed Example: Pre & Post Test with Mastery Model

16. Mastery Model Each step: Test only that step Step 1: eeeaeaee tealmeatteenfeel meetdealpealweek Step 1

17. Mastery Model Example: Sequence Steps Step 1a: When presented with 3 letters (/t/, /s/, /a/) students will correctly say sounds with no errors (100%). Step 2a: When presented with 4 letters (/m/, /t/, /s/, /a/) students will correctly say sounds with no errors (100%). Step 3a: When presented with 3 letters ( /p/, /s/, /a/) students will correctly say sounds with no errors (100%). Step 4a: When presented with 4 letters (/p/, /t/, /s/, /a/) students will correctly say sounds with no errors (100%).

18. Mastery Model Probes: Each Probe: Tests only that sequence step (+ review is okay) Step 2: aiayaiay maintailhayway meetraypealpaid Step 1Step 2 And so on…

19. Mastery Model Step 1Step 2Step 3Step 4 10 9 8 7 6 5 4 3 2 1 0 ee ea ai ay oa oo ou ow Step 1Step 2 Step 3 Step 4 Set a criteria for acceptable performance (e.g. 9/10 or 90%)

20. You must include decision rules (aka “Change When” rules) for: When to go on to next step of instruction When to alter instruction because students need more support. Example DECISION RULES CAP (criteria for acceptable performance) = 100% Change when CAP is met or Below CAP for 2 data days. Decision Rules

21. Graphed Example: Daily Data with Mastery Model

22. Weekly Interpretation of Learning Gains DateStepInterpretation of Learning Gains Instructiona l Decision 10/20/08Pre Test60 %Begin Unit 10/27- 10/31 1a & 1bCAP MetMove to Step 2a & 2b This is that same student’s WILG

24. The Next entry of that same student’s WILG: Weekly Interpretation of Learning Gains DateStepInterpretation of Learning Gains Instructiona l Decision 11/3- 11/7/08 3a & 3b 4a & 4b Post Test CAP Met for both steps Objective Achieved Celebrate! You have 2 entries because you have data for 2 weeks

25. This is ONE student’s graph

27. Cumulative Model  Additive steps  Follows aimline to move on  Pre/posttest tests final outcome  Formative probes test all taught steps  Decision Rule is based on number of days under aimline Step 1Step 2Step 3Step 4Step 5

28. Cumulative Model Looking at the final outcome rather than parts Example: Story retelling  Step 1 – Telling about the characters  Step 2 – Telling about the setting (+ character)  Step 3 – Telling about the problem or goal (+ character + setting)  Step 4 – Telling about the events in order (+ character + setting + goal)  Step 5 – Telling about the ending (+ character + setting + goal + events)

29. Cumulative Probes: A Cumulative Model Probe has one or more evaluation criteria for each individual sequence step! 1. Identifies characters01 2. Describes a character01 3. Identifies setting01 4. Describes the setting01 5. Identifies the problem or goal01 6. Tells why it is a problem or goal01 7. Tells events01 8. Tells events in the order they happened01

30. Cumulative Model 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 aim line

31. Overall Guidelines for Probes 1. Quick to administer and score (1-3 minutes) 2. Stay the same over time Same in:  Skill being measured  Number of items  Format  Level of difficulty  Time limit

32. Guidelines for Probes 3. Usually, what the student can do by him/herself.

33. Data on Learning Gains Rubric To meet criteria, presented data must:  represent at least a 2-week period of time,  include at least 6 formative data points,  represent accurate data,  use standard conventions for charting (labeled axes, CAP, aim line, step changes,  alterations),  be easily interpreted by independent reader. Work Sample Seminar33

34. Interpretation/Explanation of Data Rubric To meet criteria, evaluation of student learning must:  be assessed at least weekly (as indicated on the Weekly Interpretation of Learning Gains form),  reflect a correct analysis of trends,  Follow decision rules for advancement and alteration.  A paragraph summarizes the information reported on the WILG. 34