(IN)FORMATIVE ASSESSMENT Redmond School District Mentor Institute (IN)FORMATIVE ASSESSMENT Facilitated by Marsha Benjamin Moyer
Are You… ASSESSMENT SAVVY? Skilled in gathering accurate information about students learning? Using it effectively to promote further learning?
Institute Objectives Understand the various reasons as to why assessment is essential in teaching/learning Describe 3 types of assessments and identify the purpose of each (why) Identify assessment targets (what) Explain various methods of assessment (how) Apply assessment information to current teaching experience
FORMATIVE ASSESSMENT… refers to any number of ways that we can uncover student ideas/knowledge about concepts important to the unit being taught (diagnostic) in order to adjust our instruction to the needs of the students; collecting evidence of understanding in order to focus teaching and learning Assessment FOR learning involves teachers providing descriptive rather than evaluative feedback to students involves teachers assessing frequently and using the results to plan next steps in instruction involves reporting to others about students’ achievement status at a certain point in time both 1 and 2
HOW DO YOU ASSESS? List some ways you typically assess students in your classroom. 1. 2. 3. 4.
WHEN DO YOU ASSESS? Traditionally, teachers have assessed students at the end of an instructional unit or sequence However, when assessment and instruction are interwoven, both the students and the teacher benefit
ASSESSMENT PROCESS Pre – Assessment Summative Assessment (Assessment OF Learning) Formative Assessment (Assessment FOR Learning)
PRE-ASSESSMENT The purpose of pre-assessment is to determine what students know about a topic before it is taught. Pre-assessment will help the teacher determine flexible grouping patterns and should be used regularly.
Pre-Assessment Strategies Checklist Pre-test KWL Charts Graphic Organizers Student Discussions Student Demonstrations Student Products Student Work Samples Show of hands/EPR (Every Pupil Response) Standardized Test Data Teacher Observation Writing Prompts Writing Samples
Assessments FOR learning happens while learning is still underway FORMATIVE ASSESSMENT Assessments FOR learning happens while learning is still underway These are assessments that: are conducted throughout teaching and learning to diagnose student needs plan the next steps in instruction provide students with feedback they can use to improve the quality of their work help students see and feel how they are in control of their journey to success
FORMATIVE ASSESSMENT This Type of Assessment is NOT about accountability… it is about GETTING BETTER!!
Provide a clear and understandable vision of the learning target FORMATIVE ASSESSMENT Seven Strategies WHERE AM I GOING? Provide a clear and understandable vision of the learning target
What Can Be Assessed? ACHIEVEMENT TARGETS Knowledge Mastery Reasoning Proficiency Performance Skills Ability to Create Products
2. Use examples and models of strong and weak work FORMATIVE ASSESSMENT Seven Strategies WHERE AM I GOING? 2. Use examples and models of strong and weak work
FORMATIVE ASSESSMENT Seven Strategies WHERE AM I NOW? 3. Offer regular descriptive feedback. 4. Teach students to self-assess and set goals.
FORMATIVE ASSESSMENT Seven Strategies HOW CAN I CLOSE THE GAP? 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 keep track of and share their learning.
Formative Assessment Strategies Conference Cooperative Learning Activities Demonstrations Exit Card Graphic Organizers “I Learned” Statements Interviews Journal Entry KWLs Learning Logs Oral Attitude Surveys Oral Presentations Peer Evaluations Problem Solving Activities Products Questioning Quiz Response Groups Self-Evaluations
SUMMATIVE ASSESSMENT This type of assessment is a successful end product and/or the fulfilling of the pre-stated objective
A summative assessment/evaluation is designed to: provide information make judgments about student achievement at the end of a sequence of instruction, (e.g., final drafts/attempts, tests, exam, assignments, projects, performances) It is a means to determine a student’s mastery and understanding of information, skills, concepts, or processes.
Summative Assessment Strategies Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review
The Assessment–Instruction Process Pre – Assessment “finding out” Summative Assessment “making sure” Formative Assessment “checking in” “feedback” “student involvement”
What types of Assessment Methods Can Be Used? Selected Response Extended Written Response Performance Assessments Personal Communication
What types of Assessment Methods Can Be Used? Selected Response Students select the correct/best response from a list provided Multiple choice, true/false, matching, short answer, fill-in questions
What types of Assessment Methods Can Be Used? Extended Written Response Students construct a written answer in response to a question or task Compare …… Analyze…… Interpret…. Solve a problem and explain work… Describe in detail…
What types of Assessment Methods Can Be Used? Performances: *playing an instrument, *carrying out steps in an experiment *speaking in a foreign language *working productively in a group Assessment is based on observing a performance/product and making a judgment Performance Assessments Products: *term paper *lab report *work of art
What types of Assessment Methods Can Be Used? Determine what a student has learned through personal interaction with them *Responding to journals/logs *Asking questions during instruction *Interviewing students in conferences *Giving examinations orally Personal Communication
Matching Assessment Targets and Methods Selected Response Extended Written Response Performance Assessment Personal Communication Knowledge Mastery Match the assessments at your table with the target and method Reasoning Proficiency Skills Ability to Create Products
Classroom Assessments Some teachers Some teachers talk about: talk about: LEARNING GRADES Can these co-exist peacefully? Should one receive emphasis over the other? VERSUS
Conceptualizing the Domain
Based on evidence/research, “It’s not the difference in curricula, it’s the difference in teaching that really impacts student achievement.” TRUE FALSE
Descriptive and specific feedback should be provided to students by the teacher by other students by both the teacher and other students
Descriptive and specific feedback should be provided to students by the teacher by other students by both the teacher and other students
http://youtu.be/W0oB82s2QPM
Formative Assessment-Take 1 http://youtu.be/W0oB82s2QPM
Formative Assessment-Take 2 http://youtu.be/W0oB82s2QPM
Formative Assessment-Take 3 http://youtu.be/kPf0nQFfv50
Formative Assessment-Take 4 http://youtu.be/kPf0nQFfv50
Formative Assessment-Take 5 http://youtu.be/ab4hbIsOonU
http://youtu.be/0GOJdAXhteY
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
(IN)FORMATIVE ASSESSMENT Redmond School District November 2013
copyright www.brainybetty.com 2006 All Rights Reserved Human Scatterplot Teachers create x- and y-axis on floor and label each Students place themselves on the graph based on their own self-assessment Can also be done with post-its instead of people Gives a quick snapshot of student thinking and confidence students have in their level of understanding 4/19/2017 copyright www.brainybetty.com 2006 All Rights Reserved
copyright www.brainybetty.com 2006 All Rights Reserved Four Corners Used with challenging multiple choice questions Each corner of the classroom is labeled with a letter, students move to the corner that matches their choice Discuss their choice with other students in the same corner One representative presents the ideas from their corner Students may change sides of the room after discussion 4/19/2017 copyright www.brainybetty.com 2006 All Rights Reserved
copyright www.brainybetty.com 2006 All Rights Reserved She was embarrassed that she didn’t speak the language well. B The store was across a dangerous street. Why didn’t Andrea go to the store? C She didn’t have enough money to buy anything. D She was nervous that she would run into Emilio. 4/19/2017 copyright www.brainybetty.com 2006 All Rights Reserved
copyright www.brainybetty.com 2006 All Rights Reserved Commit and Toss For brave teachers Teacher gives students a question Students write answer on paper, then crumple it up Students toss the paper balls to other students Teacher calls on students to talk about the ideas on the papers they caught 4/19/2017 copyright www.brainybetty.com 2006 All Rights Reserved
copyright www.brainybetty.com 2006 All Rights Reserved Agreement Circles* Teacher gives statement Students agree/disagree (agree forms inner circle/ disagree forms outer circle) Inner and outer circles discuss the statement Activates thinking and encourages academic debate 4/19/2017 copyright www.brainybetty.com 2006 All Rights Reserved
copyright www.brainybetty.com 2006 All Rights Reserved Wipe Out! Students list 3 things they learned All students stand up One student reads list, everyone crosses off common ideas Students sit down when all of their ideas have been crossed off 4/19/2017 copyright www.brainybetty.com 2006 All Rights Reserved
copyright www.brainybetty.com 2006 All Rights Reserved Traffic Light Allows students to self-assess Can be used at any point during instruction Colors indicate full, partial, or minimal understanding 4/19/2017 copyright www.brainybetty.com 2006 All Rights Reserved
copyright www.brainybetty.com 2006 All Rights Reserved Finish the Face Combines summarizing with metacognition Students reflect on their learning and confidence level Easy to use for a quick sort of students 4/19/2017 copyright www.brainybetty.com 2006 All Rights Reserved
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copyright www.brainybetty.com 2006 All Rights Reserved Problem What I Know What I Need to Find Out Solve and Label Explain and Justify 4/19/2017 copyright www.brainybetty.com 2006 All Rights Reserved
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copyright www.brainybetty.com 2006 All Rights Reserved On A Roll* Each table rolls a number cube Students at the table answer the question that corresponds to the number rolled Can be used for several days over the course of a topic of study 4/19/2017 copyright www.brainybetty.com 2006 All Rights Reserved
First Word/ Last Word Poems* Students create acrostic poems with information they know about a topic First Word Acrostic Poems can be used to pre-assess student understanding Last Word Acrostic Poems are used to show what students have learned and understand 4/19/2017 copyright www.brainybetty.com 2006 All Rights Reserved
copyright www.brainybetty.com 2006 All Rights Reserved EROSION Eats away at land Rain can cause erosion Occasionally wind causes erosion Steps can be taken to prevent erosion including planting trees Is also known as weathering Oceans cause erosion that is easy to see Never is matter lost, it’s just moved to a new place 4/19/2017 copyright www.brainybetty.com 2006 All Rights Reserved
Most Valuable Point (MVP)* Can be used as Ticket-Out-The-Door Students list 3 new ideas 2 connections 1 question 1-sentence summary 4/19/2017 copyright www.brainybetty.com 2006 All Rights Reserved
copyright www.brainybetty.com 2006 All Rights Reserved 3 Pointer (3 New Things You Learned) *_________________________________________________________________________________ 2 Pointer (2 Connections You Can Make) Foul Shot (What Question Do You Have?) 4/19/2017 copyright www.brainybetty.com 2006 All Rights Reserved