Formative Assessment: Facilitating Discourse with Teachers By Cheryl Meredith Math Coach

Assessment vs. Evaluation Assessment OF Learning SUMMATIVE Assessment Assessment FOR Learning FORMATIVE Assessment Assessment AS Learning

Both summative and formative assessment are necessary.... But how do we keep them in balance?

Activity 1: Building a case for formative assessment Responding to teachers’ questions about formative assessment.... Chart paper, Organize your staff to brainstorm answers to questions about formative assessment. “What is formative assessment? Who uses formative assessment? When do you use formative assessment? Where do we use F.A.? Why do we use F.A.? Provide opportunity for Group Debrief and Discussion. Where? What? Why? Who? When?

How? What does formative assessment look like in the classroom? Where am I going? Where am I now? How can I close the gap? Seven Strategies of Formative Assessment These 3 questions provide the framework for incorporating formative assessment into classroom practice

1) Clear learning targets Where am I going? 1) Clear learning targets Teacher Students Understanding the outcome(s) and skills involved Understanding the purpose of the assessment Share the outcomes and learning goals with students in student friendly language, at the beginning 2) Provide exemplars Show samples of strong/weak work Allow students to co-construct criteria to assess work Know what success looks like Be able to articulate evidence of learning Model setting criteria for good work and constructing rubrics

3) Regular descriptive feedback Where am I now? 3) Regular descriptive feedback Teacher Students Design formative assessments that provide good descriptive feedback from students Focus on attributes of student work not work habits Label what students did well, give specific steps to improve Engage students in communicating their learning Help students use feedback to make improvements to their work A good strategy for giving feedback is 2 stars and a wish. Give two positive comments and one wish for improvement. Great Job!! vs. Good strategy, remember to include units.

4) Teach students to self–assess and set goals Where am I now? 4) Teach students to self–assess and set goals Teacher Students Model self assessment and goal setting Provide opportunities for students to self-assess and make improvements Provide graphic organizers for students to track their assessments and progress Have students self-assess before teacher feedback Keep a record/log Portfolios-compare work samples to establish criteria and explain/show growth Give feedback to classmates Help students identify needs and set goals Students will engage in self-assessing if they know they will have opportunities to improve

5) Focus on one aspect of quality at a time How do I close the gap? 5) Focus on one aspect of quality at a time Teacher Students Know the skills involved in an outcome Focus on one aspect at a time Offer feedback on that aspect Help students focus on one component Help students understand that all parts must ultimately come together

How do I close the gap? 6) Teach focused revision Teacher Students Model how to make revisions Provide exemplars Facilitate group discussions on revisions Help develop checklists for revision Have students brainstorm advice for improvement to work samples Have students work in pairs on revisions Move students to analyse and revise their own work Relates back to setting criteria and constructing rubrics

How do I close the gap? 7) Self-Reflection and tracking Teacher Students Use student work and feedback to help reflect on classroom practices and inform next steps of instruction Take the to help students reflect and communicate their progress Help students track progress Engage students in activities that help them reflect on their learning Have students share and communicate their progress time * Can use exit/entry slips, math journals, monthly portfolio summaries, etc to get students to focus on self-reflection and tracking their learning,

7 Strategies of Formative Assessment: Provide clear learning goals Use exemplars of strong and weak work Offer descriptive feedback Teach students to self-assess and set goals Focus on one aspect of quality at a time Teach students focused revision Engage in self-reflection and track learning (progression that unfolds over time) Talk about the progression- ex: students will have trouble self-assessing if they don’t understand the learning goals/outcome

Activity: Discussion around the reasons why teachers might be resistant to using formative assessment.... If there is resistance in your school, part of dealing with resistance is understanding the reasons behind it Chart paper to record answers. This discourse should help bring forward issues about formative assessment that can help formulate a plan of support that may be needed to move formative assessment forward in your school. Ex: afraid to try something new or lose control

Resources: Anne Davies website: www.annedavies.com Classroom Assessment for Student Learning: Doing it Right – Using it Well by Stiggins, Arter, &Chappuis Self-Assessment and Goal-Setting by Kathleen Gregory, Caren Cameron, & Anne Davies Conferencing and Reporting by Kathleen Gregory, Caren Cameron, & Anne Davies