1. Formative and Summative Assessment

2. Session Goals: Create a common understanding of formative assessment Understand key findings on formative assessment’s power to impact achievement Know what the seven strategies are, how they connect to research findings, and how they connect to current practice

3. “Innovations that include strengthening the practice of formative assessment produce significant and often substantial learning gains.” --Black & Wiliam, 1998b, p. 140

4. What is formative assessment? How would you define the term?

5. Is this formative assessment? Quiz Benchmark test Interim assessment Peer feedback Homework State assessment

6. FORMATIVE ASSESSMENT Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning SUMMATIVE ASSESSMENT Assessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness

7. Think Soup Formative assessment is when the chef tastes the soup Summative assessment is when the diner eats the soup

8. Formative or Summative? With a partner, read through the chart. Spend a few minutes determining which assessment uses are formative and which are summative.

9. It is the use we make of the assessment information, not the instrument itself, that determines whether it is formative or summative.

10. Balancing Formative and Summative Uses 1. Referring to the chart, identify which assessment uses are present in your school and district. 2. Are formative and summative uses in balance? If not, what modifications might you recommend? With whom might you share your recommendations?

11. Formative Assessment in Teachers’ Hands What are teachers’ information needs? What formative assessment practices address these needs?

12. Formative Assessment in Teachers’ Hands 1.Who is and is not understanding the lesson? 2.What are this student’s strengths and needs? 3.What misconceptions do I need to address? 4.What feedback should I give students? 5.What adjustments should I make to instruction? 6.How should I group students? 7.What differentiation do I need to prepare? —Chappuis, 2009, p. 9

13. Formative Assessment in Students’ Hands What are students information needs? What formative assessment practices address those needs?

14. Formative Assessment in Students’ Hands 1.Comes to hold a concept of quality roughly similar to that held by the teacher 2.Is able to monitor continuously the quality of what is being produced during the act of production itself 3.Has a repertoire of alternative moves or strategies from which to draw —Sadler, 1989, p. 121 The indispensable conditions for improvement are that the student

15. To attain the achievement gains promised by formative assessment, the ultimate user of formative assessment information must be the student.