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Formative Assessment Presentation by: Lora Drum, Mia Johnson, Alycen Wilson CCS Curriculum Specialists.

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Presentation on theme: "Formative Assessment Presentation by: Lora Drum, Mia Johnson, Alycen Wilson CCS Curriculum Specialists."— Presentation transcript:


2 Formative Assessment Presentation by: Lora Drum, Mia Johnson, Alycen Wilson CCS Curriculum Specialists

3 Please read the statements on the Anticipation Guide and mark the left hand column with Agree or Disagree. Are You… ASSESSMENT SAVVY? Skilled in gathering accurate information about students learning? Using it effectively to promote further learning?

4 Session 2 Objectives To understand the purpose and importance of Formative Assessment and obtain some practical activities to implement into daily instruction.

5 Participant Expectations: I can communicate the importance of formative assessment. I can share with others how formative assessment fits into a balanced assessment system. I can distinguish between formative, benchmark, and summative assessments.

6 Four Corners Pre-test What is Formative Assessment? A.Used for assigning grades B.End of Grade tests C.Drives Instruction D.Only given 3 times a year

7 Formative Assessment The word assess… comes from the Latin verb assidere meaning to sit with. In assessment, one is supposed to sit with the learner. This implies it is something we do with and for students and not to students. (Green 1998)

8 Five Assessment Myths and Their Consequences By Dr. Rick Stiggins

9 The Assessment– Instruction Process Summative Assessment making sure Pre – Assessment finding out Formative Assessment checking in feedback student involvement Benchmark Assessment formal check-up


11 Lets Have Some Fun Taking Notes… Grab a piece of paper… - Fold paper hotdog style -Fold into thirds -Open and cut along the creases on the top flap only -Label the last flap: Summative Assessment -Label the middle flap: Benchmark Assessment -Label the first flap: Formative Assessment Is this something your students can do?

12 Summative Assessments Snapshots of learning over time Shows evidence of student learning for the year Determines the effectiveness of instruction, strategies, or curriculum How often do we use this type of assessment? Annually Bi-annually End of year/course End of unit study

13 Who uses these results? School Board Members Legislators District Staff Teachers Students and Parents PLCs What are Some Examples? Unit Tests EOGs K-2 EOY Any Cumulative Final Assessment (End of Year)

14 Benchmark Assessments Used to determine how much learning has taken place up to a particular point in time Used to identify learning issues for targeted groups Used to assign grades and communicate progress May determine how well a program / strategies / curriculum is working How often do we use this type of assessment? Given periodically throughout the year Between and among instructional units

15 Who uses these results? School Leaders District Officials Curriculum Specialists Teachers Students and Parents PLCs What are Some Examples? ClassScape Unit Tests Selection Tests

16 Formative Assessments Assessments to drive / inform instruction Assessments for learning Gives descriptive feedback to students about their learning NOT GRADED…Not used as accountability How often do we use this type of assessment? Daily Weekly During instruction

17 Who uses these Results? Teachers Students Parents (when applicable ) What are Some Examples Whiteboards Response cards Personal response systems Whole class discussion Observations Teacher / student conference Overt Responses

18 Occurs while still time for action before formal grading occurs Allows teachers to adapt instruction immediately while learning is still in progress (mid-course correction) Allows students to know exactly where they dont understand Part of daily instruction

19 for of Assessment for Learning Assessment of Learning Summative Assessment (Assessment OF Learning) Pre – Assessment Formative Assessment (Assessment FOR Learning)

20 Assessment for Learning Assessment of Learning Teachers, students and parents are the primary users Teachers, principals, supervisors, program planners, and policy makers are the primary users During learningAfter learning Used to provide information on what and how to improve achievement Used to certify student competence Used by teachers to identify and respond to student needs Used to rank and sort students Purpose: improve learningPurpose: document achievement of standards Primary motivator: belief that success is achievable Primary motivator: threat of punishment, promise of reward ContinuousPeriodic Examples: peer assessment, using rubrics with students, descriptive feedback Examples: final exams, placement tests, state assessments, unit tests

21 Balancing Assessments for Students Formative Not usually grade accountable Student involvement Part of instruction Forms direction of daily instruction Assess teaching Summative Classroom Tests State Tests District Tests High accountability Assessment of students

22 Shifts in Assessment To assessing to learn what students understand To using results to inform instruction To students engaged in ongoing assessment of their work and others To descriptive feedback that empowers and motivates students From assessing to learn what students do not know From using results to calculate grades From end-of-term assessments by teachers From judgmental feedback that may harm student motivation

23 Why these shifts in assessment? A change in the mission of schools: –A shift from a focus on sorting and ranking students to a focus on data driven instruction and leaving no child behind.

24 Teacher Actions Monitoring of student work Monitoring classroom (group) discussion Good questioning Give opportunities for students to work (not just take notes/listen to lecture/watch teacher work problems)

25 Student Actions Working in pairs, groups, or individually. Sharing work/explaining work to others. Answering questions

26 Teachers What do your students know? How did you find out what they know? Whats your evidence?

27 Students What did you learn? How do you know you learned it? What feedback would you like from the teacher?

28 Self Assessment Activity FormativeBenchmarkSummative Teacher Tests and Quizzes Questioning Interviews Student Journals Quarterly Assessments Discussions English Language Proficiency Test Mid-term Assessments ClassScape Vocabulary Quiz End of Unit Test NC End-of- Grade End-of-Course Writing Tests Teacher-Student Conference Technology Test Teacher Observations Descriptive Feedback Learning Activities Un-graded Class work or Homework

29 Self Assessment Activity Answers FormativeBenchmarkSummative Teacher Tests and Quizzes Questioning Interviews Student Journals Quarterly Assessments Discussions English Language Proficiency Test Mid-term Assessments ClassScape Vocabulary Quiz End of Unit Test NC End-of- Grade End-of-Course Writing Tests Teacher-Student Conference Technology Test Teacher Observations Descriptive Feedback Learning Activities Un-graded Class work or Homework

30 The Formative Assessment Framework Where am I now? Where am I going? How do I close the gap?

31 Fist to Five Self- Reflection Answer the questions in the following way: -5: I do this all the time in my classroom; this happens daily -4: I do this on an ongoing basis; this happens consistently -3: I do this frequently, or this happens frequently in my classroom -2: I do this sometimes, or this sometimes happens in my classroom -1: I do this infrequently, or this happens infrequently in my Classroom -Fist: I dont do this, or this doesnt happen in my classroom

32 1. I understand the relationship between assessment and student motivation and use assessment to build student confidence rather than for threat of punishment. 2. I articulate, in advance of teaching, the achievement targets my students are to hit. 3. My students describe what targets they are to hit and what comes next in their learning. 4. My students are actively, consistently, and effectively involved in assessment, including learning to manage their own learning through the skills of self-assessment. 5. My students actively, consistently, and effectively communicate with others about their achievement status and improvement.

33 Seven Strategies of Formative Assessment Where am I now? (criteria for success) 1. Provide a clear and understandable vision of the learning goals. 2. Use examples of strong and weak work. Where am I going? (analyze evidence) (analyze evidence) 3. Offer regular descriptive feedback. 4. Teach students to self-assess and set goals. How can I close the gap? (adjust instruction) (adjust instruction) 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 document and share their learning.

34 How do you typically assess students in your classroom? Rally Robin

35 Now I know what it is… what does it look like in my room? Clear Learning Goal Manipulatives Paper/Pencil Free Pinch Sticks Foldables Fist to Five Index Cards Graphic Organizers Thumbs up/down White Boards Exit Tickets 4 Corners Sticky Notes Shaping your Thinking Jigsaw Think/Pair/Share Quick Write/Quick Draw

36 Share Out= Other Examples of Formative Assessment *Participants identify examples we have modeled or shared already today *Participants brainstorm own classroom examples *Refer to handout examples *Share Examples on Powerpoint – ABCs of Formative Assessment

37 The ABCs of Formative ASSESSMENTS

38 Alphabet Graffiti Anticipatory Guides (pre- and formative) AgreeDisagreeAgreeDisagree 1.Fungi must form spores to reproduce. Support it: 2.All mushrooms are safe for us to eat. Support it: 3.Yeast is a form of fungus. Support it: 4.Penicillin is made from a fungus. Support it:

39 Bump in the Road or Muddiest Point (formative) Write down something from the lesson that students find confusing or difficult. Collect responses and review, OR Form small groups and ask students to share their bumps and seek clarification.

40 Crumpled Question Toss (formative) Each student writes a question about something discussed during the unit (or questions are pre-written) Crumple paper and gently toss to another. Open crumpled paper and answer the question. Re-crumple and toss. Add any needed additional information. Re-crumple and toss a third time. Final student makes changes/additions, the presents the question/answers with class.

41 Card Trick (formative) Each student picks a playing card. When the teacher asks a question or gives a problem, discuss it with your partner. The teacher will say something like, all red cards stand or all Kings stand. The teacher will pick someone who is standing to respond.

42 Dry-Erase Back to Back Boards (formative) You and your partner each get a mini-white board and stand back-to-back. The teacher asks a question and you each answer on your board. When the teacher says turn around you show each other your answers and discuss.

43 Entrance or Exit Cards (pre- or formative) Students write a response to a teacher generated question on a slip of paper. Teacher can review and re-teach. Entrance cards – questions related to upcoming learning. Exit cards – questions related to completed instruction. Variation – use same question for both Entrance and Exit.



46 3-2-1 Exit Card

47 Name Question: Rate yourself: 1 = high confidence 2 = medium confidence 3 = Im not sure on this Would you help someone else learn this? YES Not at this time (formative)

48 Teacher posts questions, concepts, or vocabulary words in each of the corners of the room. Each student is assigned a corner. Once in the corner, the students discuss the focus of the lesson in relation to the question, concept, or words. Students may report out or move to another corner and repeat. After students have moved, as a writing assignment they should be encouraged to reflect on changes in opinion or what they have learned. Four Corners (formative)

49 Graphic Organizers or Learning Logs (pre- or formative) What I knew already… New Vocabulary Important to remember Chart/Picture itThis reminded me of… Not so sure about this…

50 Math Graph Organizers or Learning Logs What I knew already… New concept or ideaImportant to remember Chart/Picture it or give an example… How this relates to a past concept/idea… Not so sure about this…

51 Pre-Assessing Using Graphic Organizers Define it…Give an example… Give a non-example…Ask a question about it…

52 Early Elementary Graphic Organizer or Log WINTER Define it…Give an example… Give a non-example…Ask a question about it… What are the WINTER MONTHS? Coldest Season Snow Colored Leaves

53 Human Graph ( pre-assessment or formative) Demonstrated at the beginning of the presentation. Snowball toss then human graph. x x x x x x x x

54 Idea Spinner (formative) The teacher creates a spinner marked into 4 or 5 quadrants and labeled Predict, Explain, Summarize, Evaluate and Free. After new material is presented, the teacher spins the spinner and asks students to answer a question based on the location of the spinner. For example, if the spinner lands in the Summarize quadrant, the teacher might say, List the key concepts just presented. PredictExplain EvaluateFree Summarize

55 Journal Entry (formative) Writing done to encourage reflection or exploration of ideas or interest. Questions for reflection are often given by the teacher. What did you think of the class? Why? What did you learn today? What did you do in school today? What happened in school today that made you feel proud? How do you want to be evaluated? One thing that the teacher could do to help me understand things better is… One thing that I do that helps me learn the best is…

56 Key Concepts (formative) Explain the key concept _revolution__. Give a definition (in your own words), draw a symbol/picture to represent it, give an example of the concept, and a big idea to go with it. Picture/symbol Examples Definition Overthrow of one government for another government or sudden change (e.g., in ideas, technology) We are going to overthrow the government because you people are really mean! American Revolution, French Revolution, Russian Revolution Industrial Revolution Big Idea Revolutions sometimes occur when peoples rights are taken away or they have bad times economically. revolution

57 Key Concepts (formative) Explain the key concept _ the 5 senses _. Give a definition (in your own words), draw a symbol/picture to represent it, give an example of the concept, and a big idea to go with it. Picture/symbolExamples Definition Eyes, Hands, Ears, Mouth, Nose Seeing, Touching, Hearing, Tasting, Smelling Big Idea We learn about our world through our 5 senses. 5 Senses

58 Letter to Principal/Parent (formative) Write a short letter to the principal/parent telling him or her all of the ideas you have learned about this week.

59 Magnets (formative)

60 Instead of Magnets, Use Post-its No clueIve heard of this. I know a lot about this. Im an expert on this.

61 Note-Taking Specialist (formative) Switch notes with your partner. Look at your partners notes and enhance his/her notes by underlining key terms/ideas, drawing symbols for key ideas, adding in any important notes that are missing, asking questions about key ideas.

62 Outside/Inside Circle (formative) Inside and outside circles of students face each other. Within each pair of facing students, students quiz each other with questions they have written or problems they have created. Outside circle moves to create new pairs. Repeat.

63 P-M-I (formative)

64 Science Sequence/steps/cycles/processes Scientific principles Content-area vocabulary Math Steps in a process Social Studies Important events/turning points/conflicts Elements of civilization Highlights of an era Content-area vocabulary ELA Character/key figures/attributes Setting/conflict/problems & solutions Beginning, middle, end Symbols/themes Quick Write/Quick Draw (pre-assessment or formative) From 25 Quick Formative Assessments for a Differentiated Classroom

65 Listen to the question or the problem the teacher asks and discuss it with your partner. Do Rock, Paper, Scissors with your partner. The winner stands and the teacher will choose one or more of the winners to answer the question. Repeat several times. Rock, Paper, Scissors (formative)

66 Spinner – Used with Think/Pair/Share (formative) In response to a teacher prompt or question, students THINK, Then PAIR (discuss with a partner), And then SHARE ideas with the whole class – only those whose number is called (using the spinner) share.


68 Tear and Share Activity (formative) From Fogarty & Pete – Wildly Exciting, 2010

69 Understanding Check with Signaling (pre-assessment or formative) 4 Fingers – Very Well 3 Fingers – Well 2 Fingers – Somewhat Well 1 Fingers – Not Very Well Fist – Not At All Sometimes called Fist to Five

70 Informal Formative Assessment: Red, Yellow, Green RED: Show red if you… feel I have not explained this clearly; still have many questions; cant work without assistance; or do not understand what you are supposed to do. YELLOW: Show yellow if you… have a question; need more information; or need more time to think. GREEN: Show green if you… really understand; can explain what you know to the class; or are okay if I call on you.


72 Venn or H-Diagram (formative)

73 The class is divided into 5-6 teams. The whiteboard/chart paper is divided into a large space for each team. Each person needs a writing utensil. When the teacher says Go, all team members rush to their area and write or draw (symbols/pictures) to represent key ideas in the current topic of study. (It will be crowded!) At the end of 3 minutes, each team must present 2-3 ideas from their whiteboard or chart paper creation. Whiteboard or Chart Paper Champs (formative)

74 X Marks the Spot (pre-assessment and formative) Have students track their progress on the targets. X X

75 Yes/No Cards (pre-assessment or formative) Students make a large index card with Yes (or "Got It") on one side, No ("No clue") on the other side. Teachers ask an introductory or review question. Students who know the answer hold up the Yes card, if they might have the answer they hold the No card. Then do a quick Think/Pair/Share. This short assessment can give a quick look at what the group is ready for/understands/'gets'. Example: Use when introducing vocabulary words that students need as a knowledge base for a specific unit of study.

76 ZAP Game (Like Password) (formative for a vocabulary check) One student looks at the screen – one does not look at the screen. The student looking at the screen gives clues to the student not looking at the screen. As soon as someone gets the word, the team raises their hands. Other teams quietly say ZAP. Do 6 words, then switch partners.

77 A Vocabulary Review Activity ZAP (Like Password)

78 Summative The is…

79 Talk to this person about which of these ideas would work in your classroom. Stand up and make eye-contact with someone who is wearing a similar color to yours. Discuss the above. You will each have 2 minutes to talk Identify at least 2 you will commit to using.

80 AgreeDisagree Statement AgreeDisagree Formative assessment is a formal test Formative assessment should only occur at the end of a unit or chapter. Formative assessment is a system of techniques and strategies. Formative assessment should always receive a grade. Formative assessment checks for understanding during instruction. Anticipation Guide

81 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

82 FORMATIVE ASSESSMENT This Type of Assessment is NOT New… it is a New way of thinking about our current instruction!

83 SUMMATIVE ASSESSMENT end product This type of assessment is a successful end product and/or the fulfilling of the pre-stated objective.

84 Teacher Thoughts on FA Video Clip

85 The Garden Analogy Formative Assessment is the equivalent of feeding and watering the plants appropriate to their needs- directly affecting their growth.

86 Draw the following shapes on your paper and then listen for directions Something that was said today that SQUARES with my thinking A question or thought that is going AROUND in my mind 3 Important POINTS to remember

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