Formative Assessment W. M. Smith Library Media Specialist Smith Elementary School

Overview What is Formative Assessment? Elements of Formative Assessment Examples of Formative Assessment Teacher Knowledge, Skills and Attitudes

What is Formative Assessment? Evoke evidence about student learning Provide feedback about learning to teachers and to students Close the gap between the learner’s current state and desired goals

Elements of Formative Assessment Identifying the Gap Formative assessment is the means to identify the “gap” between a learner’s current status and the desired goal Different students will have different "gaps" (Sadler, 1989)

Interpretive Framework Teachers need to interpret evidence from formative assessment Having an interpretive framework means having a roadmap articulating the sub goals that constitute progression toward the ultimate goal Interpretive frameworks provide the touchstone for formative assessment strategies Evidence is interpreted within the framework

Closing the Gap “Formative assessment gathers and uses information about students’ knowledge and performance to close the gap between students’ current learning state and the desired state by pedagogical actions” (Shavelson 2006, p.3)

Feedback Feedback to teachers about current status to adapt instruction Feedback to students to respond to instructional adaptations

Feedback: Students Clear, descriptive, criterion-based feedback to students that indicates: - where they are in the learning progression how their response differed from that reflected in desired learning goal how they can move forward

Shared Ownership Teachers and students have shared understanding and ownership of the learning goal Students become involved in self- assessment Students need to learn the strategies of self-assessment Students make “more knowledgeable decisions regarding their current learning tactics” (Popham, 2006)

Summing Up Teachers and students have shared understanding and ownership of the learning goal Students become involved in self- assessment Students need to learn the strategies of self-assessment Students make “more knowledgeable decisions regarding their current learning tactics” (Popham, 2006)

Examples of Formative Assessment Magnet Activity Work in groups of 4 Three people are students and will complete the activity. One person (the teacher) is responsible for assessing student learning.

Magnet Activity Instructions Agree on the purpose and the targets - record them on an easel sheet. Set up the materials as shown. Take a minute to plan your actions. Determine the relationship between the number of weights and the number of magnets. Record assessment feedback on easel sheet.

Teachers and Students Role TeachersStudents What do your students know? How did you find out what they know? What’s your evidence? What did you learn? How do you know? What feedback would you like from the teacher?

Peer Assessment You could have: Next time you need to focus on: 1. 2.

Think - Pair - Share How effective were you at giving feedback? What could you do differently to make it more effective?

Formative Assessment Strategies Strategies Traffic Light Card SortBrainstorm Round Robin Reporting Predictions Performance Assessment Highlight / Green Light Corrections Self Assessment Peer Assessment Think Pair Share Concept Map Reflection Survey Assessment Probe Drawing Completion

Questions to Ask Before Assessing Why am I assessing? What do I want my students to know? How will I find out if they know it? How will I communicate the results of my assessment? Who should be involved?

Helpful Hints Provide a clear and understandable vision of the learning target Provide a clear and understandable vision of the learning target Use examples and models of strong and weak work Use examples and models of strong and weak work Offer regular descriptive feedback. Offer regular descriptive feedback. Teach students to self-assess and set goals. Teach students to self-assess and set goals. Engage students in self-reflection, and let them keep track of and share their learning. Engage students in self-reflection, and let them keep track of and share their learning. Provide a clear and understandable vision of the learning target Provide a clear and understandable vision of the learning target Use examples and models of strong and weak work Use examples and models of strong and weak work Offer regular descriptive feedback. Offer regular descriptive feedback. Teach students to self-assess and set goals. Teach students to self-assess and set goals. Engage students in self-reflection, and let them keep track of and share their learning. Engage students in self-reflection, and let them keep track of and share their learning.

Formative assessment is worthwhile Formative assessment yields valuable and actionable information about students’ learning Formative assessment is integral to instruction Students are partners in formative assessment and in learning Points to Remember about Formative Assessment

References MtdruittCC. (2010, April 10). Formative and Summative assessment. Retrieved from: W4MW0 W4MW0 Sadler, D.R. (1989) Formative assessment and the design of instructional systems. Instructional Science, 18, Shavelson, R. J. (2006). On the integration of formative assessment in teaching and learning with implications for teacher education.