Presentation on theme: "FAME: Formative Assessment for Michigan Educators A speed dating version!"— Presentation transcript:
FAME: Formative Assessment for Michigan Educators A speed dating version!
FAME: Formative Assessment for Michigan Educators 2 Goal: Working collaboratively educators will learn, implement, and reflect on the formative assessment process to guide student learning and teachers’ instructional practices.
FAME: Project Numbers 3 Coaches 35 100 Learning Teams 2365 08 - 0909 – 1010 - 11 New Ret 63 32 6232 New 11 - 12 61 60 Ret 61 55 *5 Returning FAME Leads and 5 New FAME Leads 12 - 13 NewRet 64 96* 6383 School Year
Balanced Assessment System Summative Assessment (Assessment of Learning) Interim/Benchmark Assessment Formative Classroom Assessment (Assessment for Learning) All parts work together and are equally important 7
Summative Interim/ Benchmark Formative Key Question Did the students learn what they should have? Is the class/student on track for proficiency? What comes next in the student’s learning? When Asked End of unit/ term/year Multiple times per year Ongoing in the classroom Use of Results After instruction ends (curriculum & instructional leaders) Between instructional cycles (instructional leaders & teachers) During Instruction (teachers & students) 8
Adapted from R. J. Marzano & J.S. Kendall. (1996). A comprehensive guide to designing a standards-based district, school, or classroom. Alexandria, VA: Association for Supervision and Curriculum Development. What do assessments tell us? Information on individual student learning National Assessments State Assessments District Assessments Classroom Assessments 9
“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 10
Improving Classroom Assessment 11 Requires: A shift in thinking from something we do TO students to something we do WITH and FOR students. Requires: A shift in thinking from something we do TO students to something we do WITH and FOR students.
CCSSO Definition of Formative Assessment Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. FAST/SCASS Austin, Texas October 2006 12
Component 1—Planning “A Planned Process: Formative assessment involves a series of carefully considered, distinguishable acts on the part of teachers or students, or both.” — W. James Popham, 2008 15
Essential Question #1 What do I need to stay mindful of when implementing formative assessment? 16
Component 2 - Learning Target Use Learning targets are defined in this guide as student outcomes or goals that are defined in student-friendly language and are easily usable by students and teachers. 19
Learning Target Use How do we make the learning targets clear and accessible for students? Setting broad criteria with students Using exemplars Building formative assessment strategies and tools to include learning targets Self Assess, Set Goals, Provide Feedback 20
Component 3—Student Evidence “[It is therefore apparent that] different assessments serve a variety of users and uses, centering on achievement defined at a variety of levels, and requiring a variety of kinds of assessment information delivered at different times. All resulting information must be accurate and used effectively.” - Rick Stiggins and Judith Arter, 2004 22
Keys to Using Student Evidence Students have multiple opportunities to demonstrate their knowledge. Students have varied opportunities to demonstrate their knowledge. Student evidence is analyzed based on the assessment type used. Formative assessment tools are used as student evidence. 23
Component 5 – FA Tools Tools are what students interact with to demonstrate thinking in deeper ways They are driven by the formative assessment strategy Tools are sometimes called techniques 28
FA Tools Exit Slips Feedback Cards Chalk Talks ABC Summaries No Opt Outs Geometric Shapes Muddiest Point Quizes Stoplights
FA Tools “…strategies illustrate the strong connection between formative assessment and research on learning. We must keep in mind, however, that educators will not achieve the benefits of formative assessment for learning simply by implementing a string of promising techniques [tools] or by using them mechanistically.” — Lorrie Shepard, 2005 30
Component 6 – Student and Teacher Analysis The purpose of analyzing student evidence is primarily to figure out next steps—often in terms of providing feedback to students and making adjustments to instruction and learning. 35
Chapter 7—Formative Feed back “Formative feedback is actionable…” — W. James Popham, 2008 37
Formative Feedback Feedback needs to be specific, aligned to criteria or learning targets, and in reference to students’ current levels of achievement. 38
Formative Feedback What Formative Feedback Is In relation to learning targets Identifies strengths and areas for growth Timely—can be immediately used to improve progress Descriptive—specific, in the form of questions What Formative Feedback is Not General comment Edits of mistakes Provided after learning is over—at the end Coded—grades, scores, checkmarks, judgments 39
Chapter 8 – Instructional Decisions Teacher Analysis Leads to Instructional Decisions The Formative Assessment Process gives you immediate data for making informed decisions about what to do next with instruction. 41