Module 3: Unit 2, Session 2 MODULE 3: ASSESSMENT Adolescent Literacy – Professional Development Unit 2, Session 2
Module 3: Unit 2, Session 2 Session 2 Questions and Objectives Session 2 Key Questions What is formative assessment and why should I use it? How can I enhance the formative assessment process in my classroom? Session 2 Objectives Participants will understand formative assessment and formative assessment for learning. Participants will identify their current formative practices and generate ideas for incorporating further formative practices in their classes. 2
Module 3: Unit 2, Session 2 Review: Formative vs. Summative Summative Occurs after instruction Leads to judgment about achievement Formative Occurs during instruction Leads to action to improve learning 3
Module 3: Unit 2, Session 2 Activity Discussion of reading “Working Inside the Black Box: Assessment for Learning in the Classroom” First, highlight at least ten formative learning/teaching strategies. Gather as a group and take turns sharing one strategy highlighted. Create a master list of examples cited. 4
Module 3: Unit 2, Session 2 Formative Assessment Leads to Achievement Gains Achievement gains with formative assessment: 15–25 percentile points (2–4 grade equivalents) on standardized achievement tests Some formative practices closed the gaps between low-performing and high-achieving students 5
Module 3: Unit 2, Session 2 What Makes Assessment Formative? It is not the instrument that is formative, but how teachers and students use the information. Formative assessment is a process, not a particular assessment tool. 6
Module 3: Unit 2, Session 2 Conditions of Formative Assessment 1.Formative assessments are aligned directly with content standards. 2.All items match what is taught. 3.Results pinpoint specific problems so “next steps” are clear. 4.Results are quickly available. 5.Teachers and students act on results. 7
Module 3: Unit 2, Session 2 Attributes of Formative Assessment Learning progressions Learning goals and criteria for success Descriptive feedback Self-and peer-assessment Collaboration 8
Module 3: Unit 2, Session 2 Activity Complete the confidence-level survey about the attributes of formative assessment. Which of these attributes poses the most challenge, and which seem to be easier to implement? 9
Module 3: Unit 2, Session 2 Teacher Guiding Questions Where am I going? What is/are the learning goals? Where am I now? Who is and who is not understanding the lesson? How can I close the gap? What are this student’s strengths and needs? What feedback should I give? What differentiation do I need to prepare? 10
Module 3: Unit 2, Session 2 Student Guiding Questions Where am I going? What is/are the learning goals? What quality am I expected to produce? Where am I now? Do I understand the lesson? Can I match the teacher’s expectations? How can I close the gap? What are my strengths? What do I need to work on? Where did I go wrong, and what can I do about it? What should I do next? 11
Module 3: Unit 2, Session 2 Formative Use Informal, ungraded classroom assessment Graded classroom assessments Interim/Benchmark MCAS 12
Module 3: Unit 2, Session 2 Activity Look at the chart on p. 62 of “Formative Assessment and Assessment for Learning.” Make notes on the chart about how your students are currently assessed. Turn and talk to a partner about what thoughts you have after viewing assessment in this way, and how you might increase your use of formative assessment for learning in your classes. 13
Module 3: Unit 2, Session 2 Activity Divide into three groups. Review pages of of Chappius, Chappius, & Stiggins. Group 1: pp. 65–66, “Where am I going?” Group 2: p. 66, “Where am I now?” Group 3: p. 66, “How do I get there?” Generate teaching ideas for how to help students answer the given question. 14
Module 3: Unit 2, Session 2 For Next Time Read the assigned readings. Take one strategy you learned about today, and try implementing in in one of your classes. Come to the next session prepared to share your experience. 15