Presentation on theme: "Formative Assessments"— Presentation transcript:
1Formative Assessments New Teacher Series Day 3December 1, 2010Stephanie LemmerSharon Dodson
2Today’s schedule Survey The “I Cans” The 5 Keys of Assessments Purposes - Formative/SummativeLearning TargetsAssessment Maps
3What you need to make today successful Handout PacketContent Expectations and/or learning standards for a course you teach
4Current Beliefs and Practice SurveyCurrent Beliefs and PracticeUse of the responder system. Reinforce that there are no absolute correct answers but that over the course of the two days, we will be presenting information and soliciting their views regarding each of these.
5Formative Assessment Critical Learning Objectives At the completion of today, it is our goal that you will be able to state the following:I can tell another person the difference between summative and formative assessments.I can articulate critical learning targets to my students in student-friendly language.I can match the appropriate type of assessment to a learning target for my students.I can determine if feedback is descriptive or evaluative.I can explain the importance of actively involving students in the assessment process.Introduction of the “I can” statement. Reasons for. Slightly different from the essential questions used in the UBD model. Use what works for you.
7Personal ReflectionThink of a time when you were assessed and it was a negative experience. What made it negative?Now think of a time when you were assessed and it was a positive experience. What made it positive?
14Balanced Assessment“If we wish to maximize student achievement in the U.S., we must pay greater attention to the improvement of classroom assessment. Both assessment of learning and assessment for learning are essential. But one is currently in place, and the other is not.” Rick Stiggins, 2002
25Kinds of Learning Targets with Associated Verbs KnowledgeReasonSkillProductListPredictMeasureConstructDefineInferDemonstrateDevelopUnderstandClassifyUseCreateRecognizeEvaluateOperateProduceExplainSummarizeCalculate
27Converting Learning Targets to Student-Friendly Language Identify important or difficult learning goal.Identify word(s) needing clarification.Define the word(s).Rewrite the definition as an “I can” statement, in terms that your students will understand.Try it out and refine as needed.Have students try this process.
28Student-Friendly Language Word to be defined: SUMMARIZEto give a brief statement of the main points, main events, or important ideasStudent-friendly language:I can summarize text.This means I can make a short statement of the main points or the big ideas of what I read.
29Student-Friendly Language Word to be defined: PREDICTIONA statement saying something will happen in the futureStudent-friendly language:
30Student-Friendly Language Word to be defined: PREDICTIONA statement saying something will happen in the futureStudent-friendly language:I can make predictions.This means I can use information from what I read to guess at what will happen next.
32Your Turn…Choose either “analyze” or “describe” and convert it into student-friendly termsDefinition:Student-friendly language:Finally have the tables do this for the standard they deconstructed previously.
33Clear and Appropriate Learning Targets - Summary Things to rememberDifferent types of targetsClarify targets by using student-friendly languagePost targets or have students keep them (refer to targets)Connect learning targets to learning activities and assessments
34From Curriculum Documents to Learning Targets The Assessment Map
35Use the Assessment Map to Define Learning Targets Work timeUse the Assessment Map to Define Learning TargetsNeed to determine the process
44Okay but not Good Match efficient Good Match Reasoning Think-aloud Good match forSome patternsOf reasoningReasoningInferred byobservationThink-aloudw/follow-upquestionsPossibly okayGood Match forOral comm. onlyGood MatchGood Match forWrit. comm. onlyGood Match
45The Assessment MapIdentify your “I cans” as Knowledge, Skill, Reasoning, or Performance itemsNext, select a method of assessment that would sample that ability effectively and efficiently.
47Effective Communication “The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback’.”John Hattie (1992)“…all forms of feedback are not equally effective.”
48Research Quotes on Effects of Feedback Read the quotes provided on the handout.Choose 1 quote that is most meaningful to you at this time.
51Source Characteristics of Feedback from Classroom Assessment Number of Studies* Effect Size Percentile Gain or Loss in Student Achievement Bangert-Drowns, Kulik, Kulik, & Morgan (1991) Right/wrong 6 -.08 -3 Provide correct answer 39 .22 8.5 Criteria understood by students vs. not understood 30 .41 16 Explain 9 .53 20 Repeat until correct 4 Fuchs & Fuchs (1986) Displaying results graphically 89 .70 26 Evaluation (interpretation) by rule 49 .91 32 *Indicates the number of studies that were examined by the researchers to compute an effect size. See Technical Note 1.2 for discussion of an effect size.
53Summary of the Research Formative classroom assessments should be frequent and provide many opportunities for feedback.Feedback should give students a clear picture of their progress on learning goals and how they might improve.Feedback on classroom assessments should encourage students to improveMarzano, 2006
54Evaluative vs. Descriptive Feedback Evaluative feedback sums up achievement and assigns a label. It expresses a judgment.Descriptive feedback offers information that can be used by students to take action to improve.
55Descriptive or Evaluative? Table ActivityMark each example of descriptive feedback with a D and each example of evaluative feedback with an E. If you believe it is neither, mark it with an X.
61Student Motivation and Involvement Where am I going?Provide a clear statement of the learning targetUse examples and modelsWhere am I now?3. Offer regular descriptive feedback4. Teach students to self-assess and set goalsHow can I close the gap?5. Design focused lessons6. Teach students focused revision7. Engage students in self-reflection; let them keep track of and share their learning
62Student Involvement“The most important instructional decisions are made, not by the adults working in the system, but by students themselves.” CASL 2006
63Emily’s Story: Assessment for Learning Read Emily’s story.Note what Emily’s teacher did to enhance student involvement, motivation, and achievement.Now read her writing samples.What does Emily have to say about this? (video)What does this look like in social studies?
64Involving the StudentClear learning targets in student friendly language- made known at the outset to the studentInstruction that models what success looks likeAssessments that are fair – no surprises, no excuses