1. WELCOME! This powerpoint was originally created by: Jackie Lakin, KSDE; Julie Aikins and Sandee Morris,ELA Educators It was revised for th 2014 Summer Academy by” Sandee Morris and Carolyn Boyd

2. Moving forward, making progress… Taking a NEW look at formative assessment! KSDE 2014 Summer Academy Presenters: Carolyn Boyd Sandee Morris

3. Norms A ssume Responsibility S eek Information P articipate Actively I ntegrate Information R espond and Act E xchange Ideas

4. Learning Goals (Outcome) Understand the SCASS and FAST definition of formative assessment. Recognize how to use formative assessment to make lessons more effective. Understand the components in a Formative Assessment Lesson Planning Guide. Success Criteria Participants are able identify lessons that support formative assessment. Participants will be ready to begin using a Formative Assessment Lesson Planning Guide.

5. QUICK WRITE! Please write your definition of: Formative assessment. 3 minutes, starting now!

6. What Elements of this definition did you include in your definition? Were any elements missing in your definition? What IS formative assessment? “Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievements of intended instructional outcomes.” (FAST SCASS; 2007). Partner time 2 minutes..Begin!

7. 1.Formative assessment… 2.Interim assessment: Given periodically; predictive, evaluative, instructional 3.Summative assessment: Given after conclusion of instruction at end point in time; meet local, state and federal accountability requirements. 4.Curriculum-embedded tests: Deliberately incorporated into instructional activities. 5.Diagnostic assessment: Targeted to determine knowledge student does/does not possess; used when students are not making sufficient progress over time. 6.Universal screeners: Brief tests given to all students at a particular grade level periodically (2-3 times per year); monitor students’ progress and/or identify students at risk. 7.Progress-monitoring tests: Typically given weekly or biweekly to guage students’ progress toward mastery of targeted curriculum, skills, or knowledge.

8. Formative assessment IS… An ongoing, continuous process Participatory and interactive Part of the learning process Used by teachers AND students Used during instruction Designed to provide feedback and evidence Designed to adjust ongoing teaching and learning Designed to improve student achievement Linked to attributes and dimensions A model of true mastery learning Formative assessment is NOT…  A test, assessment, or quiz given at the end of a learning period  Just another test  “Once and done…”  A comparison of a student against other students  Necessarily graded  A requirement for a grading period What it IS; what it ISN’T…

9. QUICK CHECK If this is formative assessment respond by saying, “Formative Assessment”. If this is not formative assessment make no response.

10. Formative assessment… “The purpose of formative assessment is to close the gap between students’ current status and the intended learning goal. This is not the same as the ‘achievement gap’ that describes the gap in achievement between some subgroups of students and others. Students who are learning something new should have a gap, otherwise learning is not advancing.” Margaret Heritage

11. Using the Formative Assessment Rubrics, Reflection and Observation Tools to Support Professional Reflection on Practice (FAROP) Commissioned by the Formative Assessment for Teachers and Students (FAST) State Collaborative on Assessment and Student Standards (SCASS) of the Council of Chief State School Officers (CCSSO) Member States: Arkansas, Connecticut, Hawaii, Illinois, Iowa, Kansas, Kentucky, Maryland, Michigan and North Carolina By Caroline Wylie and Christine Lyon, Educational Testing Service May 2013 Follow Along

12. 4 Attributes of FORMATIVE ASSESSMENT (as identified by SBAC) Clarify intended learning Elicit evidence Interpret evidence Act on evidence

13. 5 ATTRIBUTES of EFFECTIVE FORMATIVE ASSESSMENT (as identified by FAST SCASS) Learning progressions Learning goals and criteria for success Descriptive feedback Self and Peer assessment Collaboration

14. Examples of tasks & activities to elicit evidence of learning: Student work products (task/activity) (Examples: worksheets, lab experiments, performance tasks, essays, quizzes, journals..) Provide evidence of understanding Access to appropriate support to complete task Formal or informal review process (evaluation tool) Teacher synthesizes evidence

15. Learning goals should: Focus students’ attention on what it is they are to learn, as opposed to the task they are to complete Be clearly identified Be communicated to students Help students make connections Be aligned to standards

16. Is this an Example of Formative Assessment? District-developed monthly assessments are to be administered to all students at the end of each of the school’s first eight months. The assessments are based on state-authorized curricular goals for the grade and subjects involved. Because district administrators insist that teachers send results of these tests home to parents, all teachers do so. Yet, because the content covered by the monthly tests typically doesn’t coincide with what is being taught at the time the tests are administered, teachers rarely alter their instruction based on students’ performances on the monthly assessments. End of Vignette

17. No, this is NOT an example of Formative Assessment In this example, we see neither teachers’ adjustment of their instruction nor students’ adjustment of their learning tactics. Thus, this probably well-intentioned distribution of the monthly assessments’ results to parents would constitute a counter-example of formative assessment.

18. Is this an Example of Formative Assessment? A teacher begins an ELA lesson by asking a series of planned questions about a story students have finished reading. The teacher reminds the students of the learning goals for the week, which focus on identifying the main idea and supporting details within a story. Her questions require careful analysis by students, so she structures her approach by first asking students to think about the answers as individuals and then discuss the answers in small groups. Each group is to: reach consensus on a single answer (for the main idea) and record the answer on a white board given to a designated member of each group. The teacher identifies, while the groups were working, individuals and/groups having difficulty understanding the main idea. Summaries of each group’s main idea varies widely in accuracy and clarity. Near the end of the lesson the teacher asks each student to choose the best main idea and then on an Exit Ticket identify the main idea they choose and tell why this is their choice. The teacher uses the Exit Ticket to determine the starting place for tomorrow’s lesson. End.

19. Yes, this is an example of Formative Assessment As the teacher planned for this lesson she formulated a series of questions to ask students to address the learning goal- identification of the main idea. She planned this series of questions to help students think deeply about the main idea. (scaffold their thinking) She also planned for a way for students to share their thinking with her and with members of the class*. Finally, the teacher used the Exit Ticket to attain evidence of individual student learning during the lesson and to plan a starting point for the next lesson. Note: Vignette modified from the examples given in: FORMATIVE ASSESSMENT: EXAMPLES OF PRACTICE A WORK PRODUCT INITIATED AND LED BY E. CAROLINE WYLIE, ETS, FOR THE CCSSO FORMATIVE ASSESSMENT FOR STUDENTS AND TEACHERS (FAST) SCASS

20. Is this an Example of Formative Assessment? The teacher knows a text the students are about to encounter will be more easily understood if the students know and use text features as well as the text. Before working with this text the teacher decides she needs to review text features and observe the students working with them. The lesson begins with the teacher posting the learning goal on the board. She writes, “Today we will learn about different types of text features that help us when we read.” The teacher, with her students, constructs an anchor chart showing various text features. Students then work in pairs, with an informational text, using sticky notes to label the text features found in the text. While students work, the teacher records observations about student responses. Later she will use these notes to decide on the direction of the next lesson.

21. Yes, this is an example of Formative Assessment The teacher is aware of learning progressions. Before using text Features effectively to understand a non-fiction text she must determine if the students identify text text features. Knowledge/identification is necessary to apply. The teacher has the students participate in constructing an Anchor Chart with her. During this time she is able to teach unknown text features, clear up misconceptions with any text features, and provide a chart for reference when students embark on “paired work.” By having the students work in pairs she provides the time to observe and listen to the understanding of the students.

22. The 10 Dimensions of Formative Assessment Lesson Planning Tool SBAC Formative Assessment Attribute DIMENSIONDescription (see handout) Clarify Intended Learning Learning Goals/Targets (Common Core) Success Criteria“I can……” Elicit EvidenceTasks and Activities Questioning Strategies Key Misconceptions Questioning Strategies Self-Assessment Interpret EvidenceFeedback Loops During Questioning Feedback Probes Individualized Descriptive Feedback Written Oral Peer Assessment Act of Evidence Use of Evidence to Inform Instruction Instructional Modifications Scaffolding or Independent Learning Collaboration

23. 5-I understand the definition of formative assessment and I am able to teach others about the components of the Formative Assessment Lesson Planning Guide to develop lessons. 4- I understand the definition of formative assessment and I am able to develop lessons using the Formative Assessment Lesson Planning Guide. 3- I understand the definition of formative assessment and I can collaborate with peers to use the Formative Assessment Lesson Planning Guide to develop lessons for grade level. 2-I understand the definition of formative assessment and the FAP, but not ready for application. 1-I have some understanding of the definition of formative assessment and the FAP. 0-Sorry, I was playing Candy Crush on my phone. Fist of Five 0________1________2________3________4________5