1. Formative Assessments
Coordinator Retreat
2012
Objective:  Participants will be able to recognize how formative assessments guide lesson planning and instruction
a) distinguishing between formative and summative assessments with mini-whiteboards
b) discussing the amount of feedback students give teacher
c) adjusting instruction to meet students´ needs in 3 scenarios
Agenda
Warm-up
Formative or Summative?
Amount of Feedback
Teacher Scenarios
Final Reflection

2. Warm-Up (Think individually and Make Notes-2 min.)
How often do you give assessments?
2) What types of assessments do you give?

3. Warm-Up Discussion (Pairwork- 2 min.)
How often do you give assessments?
2) What types of assessments do you give?

4. Initial Self-Assessment (Make Notes Individually- 30 seconds)
On a scale of 1-4, how well do you understand both: formative assessments (right now): summative assessments (right now):
(Provide example: “I feel pretty confident about formative, so I´ll give myself a 4. Summative I´m not so sure, so I´ll give myself a 3.)
not at all            somewhat              very well

5. Formative or Summative? (Pairwork-1 min.)
Complete the stems:
When the cook tastes the soup, that’s _________. 
When the guests taste the soup, that’s
_________.
- Professor Robert Stakes
------
 2) Discuss: Why is the ‘cook’ formative?
You will work with a partner. Show me your partner with your fist.
You will have 1 minute to complete the stems with formative or summative.
CCQs:
Will you work with your team or a partner? (partner)
(Elicit answers from Ps or complete sentences all together.)
2) Take 1 min. to discuss this question with your partner: Why is the cook formative?

6. Defining Formative Assessment
A process used by teachers and students
during instruction which provides feedback so that the teacher can adjust his/her teaching.

7. Feedback
Teachers
Students

8. Instructions- Formative or Summative? (Pairwork-2 min.)
1) Determine if the assessment is:
formative or summative.
For example: End of semester exam
-----
2) Do not copy the list. Simply discuss.
3) Show me your partner.
4) CCQs
3.) (Wait until Ps show their partners with their fist.) You have 2 min.
CCQs:
How much time will you have? (2 min.)
Will you copy the assessments? (no)

9. Formative or Summative? (Pairwork-2 min)
True/False activities
End of unit exam
Final exams
Matching pictures to vocabulary words
PSU
Making “Y” or “X” with arms
Please begin.

10. Checking Understanding: Formative or Summative?
Show me your mini-whiteboard.
Write F on one side, and S on the other, like this.
F= Formative
S= Summative
Let’s practice!
End of Semester Exam
2) (Hold up mini-whiteboard example.)
3 (Ps show S side of mini-whiteboard.)

11. Formative or Summative?
True/False activities
End of unit exam
Final exams
Matching pictures to vocabulary words
PSU
Making “Y” or “X” with arms
F = Formative
S = Summative
(Click to show each example.)
(Note if SIMCE question arises: Formative assessment guides daily instruction; therefore, SIMCE is summative.)
Please erase your whiteboards and put them away.

12. Post Self-Assessment (Think Individually- 30 seconds)
Now, on a scale of 1-4, how well do you understand: formative assessment summative assessment Show me your understanding by holding up your number.
(Show fingers to demonstrate number.)
not at all            somewhat            very well

13. Formative Assessments in Your Classes (Think and Make Notes Individually-1 min.)
Think about a typical True/False activity students might do in your class.
How would you know if all students answered correctly or incorrectly?
CCQ:
Will you talk or write quietly?
Will you work with a partner or individually?

14. Chilean Culture Quiz (Individually- 2 min.)
Complete this handout.
2) Circle True or False.
For example,
The Fellows are from Chile. True False
3) CCQs
4) Captains, please come get one handout for
everyone on your team.
You will now complete a typical True/False activity individually.
(Hold up handout.)
CCQs:
Will you work individually or with a partner? (individually)
Will you talk or will you work silently? (work silently)

15. Reviewing Answers
(Provide answers for questions Do NOT elicit answers.)
False
True
Stand up if I know you answered correctly. (Pause)
Stand up if I know you answered incorrectly. (Pause)

16. Reviewing Answers 1-5
(Provide answers for questions Do NOT elicit answers.)
False
True
Stand up if I know you answered correctly. (Pause)
Stand up if I know you answered incorrectly. (Pause)

17. Reviewing Answers 6 and 7
6. (Call on a captain sitting at front table to answer #6. Call on another captain at front table to check if s/he has the same answer.)
Stand up if I know you answered correctly. (Pause for 2 captains to stand.)
(Repeat for question 7. Call on two different captains sitting near the front of the room.)

18. Reviewing Answer #8 (Pair and Teamwork)
Work with a partner.
Show me your partner.
------
3) Check answer #8 with your partner.
4) You have 5 seconds.
5) Now, check answer #8 with your team.
6) You have 10 seconds.
(Elicit answer from one team.)
If you agree with their answer, show me this. (model lasso with swinging arm.)
(Confirm that answer is False.)
Stand up if you gave me feedback on your answer.

19. Reviewing Answers 9 and 10 1) Show me how you will answer True.
Don’t Move! 
1) Show me how you will answer True.
2) Show me how you will answer False.
1 & 2. (Show gestures.)
CCQ:
What will you show me if it´s True?
What will you show me if it´s False?
#9. Cachai is a common Chilean expression. Show me what you put for #9? (True-disco move)
#10. Carmenere is a kind of pisco. Show me what you put for #10? (False-talk to the hand)
Stand up if you gave me feedback on your answer.

20. Reflecting on Feedback Given (Teamwork-1 min. per slide)
You will discuss two questions on each slide.
2) CCQs
(Have bell/horn ready.)
CCQs:
Will you discuss with your entire team or just a partner? (entire team)
How many questions will you discuss? (two)

21. Reviewing Answers 1-5 Trainer provided answers. _____________________
How many participants
showed they understood?
Does the trainer have
enough feedback to move
on to the next activity?
(Click to see questions.)
You have 1 minute. Please begin.

22. Reviewing Answers 6 and 7 gave feedback Trainer called on four
= Participant actively
gave feedback
Trainer called on four
captains to answer.
How many participants
showed they understood?
Does the trainer have
enough feedback to move
on to the next activity?
_____________________
(Click to show number of participants.)

23. Reviewing Answer 8 -Participants did a Pair-Share.
-Trainer elicited from a team.
-All participants showed if
they agreed with answer.
-Trainer confirmed answer.
_____________________
How many participants
showed they understood?
Does the trainer have
enough feedback to move on
to the next activity?
(Click to show number of participants.)

24. Reviewing Answers 9 and 10 All participants showed
their answer with “disco
move” or “talk to the hand.”
_____________________
How many participants
showed they understood?
Does the trainer have
enough feedback to move
on to the next activity?
(Click to show number of participants.)

25. Discussion Cards (Teamwork) (3 min per scenario = 9 min.)
1) Each team will receive three discussion cards that look like this.
2) You will have three minutes to review each scenario and discuss these questions:
Was there a formative assessment?
Does the teacher know if the students understood?
What should the teacher do now? (Choose 1 of the following)
5. (Have bell/horn ready.)

26. Discussion Cards (Teamwork) (3 min per scenario = 9 min.)
What should the teacher do now? (Choose 1)
1) The teacher should move on because all students
gave feedback to show they understood.
2) The teacher should re-teach some content
because only some students showed they
understood.
3) The teacher should re-teach the entire lesson because
most students showed they did not understand.
4) The teacher should plan another formative
assessment to obtain more feedback to ensure
students understood.
5. (Have bell/horn ready.)

27. Discussion Cards (Teamwork) (3 min per scenario = 9 min.)
5) When you hear this sound, please switch to the next card.
6) CCQs
7) Captains, please come a set of cards for your table.
5. (Have bell/horn ready.)

28. Scenario 1
Camilla’s students had been learning the present simple verb to be. She read several sentences aloud. After each sentence, the students did a thumbs up/thumbs down exercise. Most students answered correctly. Some students did not do well with third person singular.
(After 3 min. sound bell/horn and move to next slide)

29. Scenario 2
Marcos showed a Power Point presentation which reviewed the rules of present continuous. He provided many examples with lots of visuals. Then students completed a handout with a partner. The bell rang and students left class with their handouts.

30. Scenario 3
Solange had her students identify statements as correct or incorrect. She then asked the students to explain why the statements were incorrect. Students gave their papers to her before leaving class. That night Solange reviewed the papers and saw all students had correctly explained their answers.

31. Scenario 1
Camilla’s students had been learning the present simple verb to be. She read several sentences aloud. After each sentence, the students did a thumbs up/thumbs down exercise. Most students answered correctly. Some students did not do well with third person singular.
(After 3 min. sound bell/horn and move to next slide)

32. Scenario 1 Is there a formative assessment?
Does the teacher know if the students understood?
What should the teacher do now? (Choose 1)
1) The teacher should move on because all students
gave feedback to show they understood.
2) The teacher should re-teach some content
because only some students showed they
understood.
3) The teacher should re-teach the entire lesson because
most students showed they did not understand.
4) The teacher should plan another formative
assessment to obtain more feedback to ensure
students understood.
(Click to show answer.)

33. Scenario 2
Marcos showed a Power Point presentation which reviewed the rules of present continuous. He provided many examples with lots of visuals. Then students completed a handout with a partner. The bell rang and students left class with their handouts.
ADD OPTIONS!!!!!!!!!!!!!!!!!!

34. Scenario 2 Is there a formative assessment?
Does the teacher know if the students understood?
What should the teacher do now? (Choose 1)
1) The teacher should move on because all students
gave feedback to show they understood.
2) The teacher should re-teach some content
because only some students showed they
understood.
3) The teacher should re-teach the entire lesson because
most students showed they did not understand.
4) The teacher should plan another formative
assessment to obtain more feedback to ensure
students understood.
(Click to show answer.)

35. Scenario 3
Solange had her students identify statements as correct or incorrect. She then asked the students to explain why the statements were incorrect. Students gave their papers to her before leaving class. That night Solange reviewed the papers and saw all students had correctly explained their answers.

36. Scenario 3 Is there a formative assessment?
Does the teacher know if the students understood?
What should the teacher do now? (Choose 1)
1) The teacher should move on because all students
gave feedback to show they understood.
2) The teacher should re-teach some content
because only some students showed they
understood.
3) The teacher should re-teach the entire lesson because
most students showed they did not understand.
4) The teacher should plan another formative
assessment to obtain more feedback to ensure
students understood.
(Click to show answer.)

37. Great Job!!!!

38. Symbolic Reflection (Think and Draw Individually-2 min.)
1) Take out your Symbolic Reflection sheet.
2) Draw one symbol that represents something you want to    
    remember from this workshop.

39. Please don’t move until I say begin! 
Cleaning Up
Please don’t move until I say begin! 
1) Please clean up your tables.
2) Captains, makes sure all marker tops are on tight.
3) Vice-captains, please bring your team`s tent card and markers to the front.
4) Please wait to be dismissed by teams.

40. Thank You.