1. PA’s Standards Aligned System (SAS): A Focus on Formative Assessment Dr. Jennifer Lillenstein, Educational Consultant (jlillenstein@pattan.net) Pennsylvania Training and Technical Assistance Network (PaTTAN) PA Institute for Instructional Coaching January 26, 2010/State College, PA

2. Session Goals for Today Explore the what and why of formative assessment Establish the relationship between instruction and formative assessment Review 5 key strategies and techniques Brief review of “Embedding Formative Assessment” CD-ROM tool (Dylan Wiliam)

3. Standards Aligned System (SAS) The Pennsylvania Standards Aligned Systems (SAS) is a comprehensive framework that was developed based upon high-quality research and practice. 3

4. Fair assessments aligned to PA standards. Summative Formative Benchmark Diagnostic Clear Standards Fair Assessments Instruction Materials & Resources Interventions Student Achievement Curriculum Framework Standards Aligned System (SAS) Fair Assessments 4

5. Formative Assessment A Focus on 5

6. Defining Formative Assessment Selective Review from Article: “Assessment FOR Learning Defined,” ( Stiggins, et. al. 2005 ) Share with whole group (Random Reporter) 6

7. Article Review: Directions Number off 1-5 Everyone reads introduction 1’s read “Key Features” 2’s read “Balancing Key Differences” 3’s read “Research on Effects” 4’s read “Research on Current Practice” 5’s read “The Future” Be prepared to be called on as a random reporter to share your reflections/summary of the introduction and section you reviewed. 7

8. 8 Formative Assessments Black and Wiliam (1998) define formative assessment broadly to include instructional formats that teachers utilize in order to get information. When this information is used diagnostically to alter instructional practices, it can have a direct impact on student learning and achievement.

9. 9 Formative Assessments Classroom based Can consist of: A. formal (instruments) B. informal (observations) C. Both formal and informal Results should be used to shape teaching and learning A. adapt instructional practices B. meet individual student needs C. provide individual students corrective feedback D. "reach" set goals and targets E. All of the Above

10. Formal Formative Assessments Examples Quiz Essay with Scoring Rubric Weekly Chapter Test Ticket out Door if teacher collects for formal analysis 10

11. Sharing Learning Intentions Questioning Feedback Self & Peer Assessment 11 Informal Formative Assessment

12. Sharing Learning Intentions 12 Informal Formative Assessment

13. Intro to Sharing Learning Intentions Watch Clip Jot down one thing you already know about learning objectives and one thing you learned from the clip. 13

14. Sharing Learning Intentions Review Handout 1.2.1 -- What makes a good learning intention. Question: How are we doing with regard to sharing learning intentions? 14

15. Sharing Learning Intentions Individually read 1.2.3 – “Some ways to find out what my students really learned.” 15

16. Find the Fib Learning intentions should be important, clear, and student-friendly. Learning intentions are synonymous with PA anchors and standards. Students do better when they construct their own test questions and answers. (Handout 1.2.3) 16

17. Sharing Learning Intentions Questioning 17 Informal Formative Assessment

18. Questioning Watch Wiliam Clip Question for the Group: What does the research currently suggest about where the level of questioning falls on Bloom’s as it relates to current questioning practices? 18

19. Research on Questioning Based upon a number of studies and analysis of teacher questioning practices, approximately 80% of teacher questions ask surface thinking questions. 60% Factual Recall Questions 20% Procedural Questions 20% Higher Level Reasoning Questions (Airasian, 1991; Barnette, Walsh, Orletsky, & Sattes, 1995; Gall, 1984; Kloss, 1988) 19

20. Questioning Review Questioning Techniques from Handout 1.3.2. Discuss how you would assist teachers with the process of developing improved questioning techniques. 20

21. Sharing Learning Intentions Questioning Feedback 21 Informal Formative Assessment

22. Providing Feedback Watch Wiliam Clip Question: While watching the video, what really made me think was… 22

23. Providing Feedback Individually review Handout 1.4.1 Question for small group discussion: How do the techniques on Handout 1.4.1 compare with current feedback techniques that you have observed? 23

24. Sharing Learning Intentions Questioning Feedback Self & Peer Assessment 24 Informal Formative Assessment

25. Self and Peer Assessment  Individually review Handouts 1.8.1 and1.5.2 Discuss with a partner a self and peer assessment technique that you think teachers would be interested in implementing. 25

26. Quiz 26

27. Sharing Learning Intentions Questioning Feedback Self & Peer Assessment 27 Check Your Answers

28. It’s Available for Coaches… Leahy, S., & Wiliam, D. (2009). Embedding Formative Assessment: A Professional Development Pack for Schools. Specialist Schools and Academies Trust. The Schools Network. PLTeam@ssatrust.org.uk. 28

29. Learning Matters! 29 The research indicates that improving learning through assessment depends on five, deceptively simple, key factors: the provision of effective feedback to pupils; the active involvement of pupils in their own learning; adjusting teaching to take account of the results of assessment; a recognition of the profound influence assessment has on the motivation and self-esteem of pupils, both of which are crucial influences on learning; the need for pupils to be able to assess themselves and understand how to improve. Black, P. & Wiliam, D. 1999. Assessment for Learning: Beyond the Black Box, Assessment Reform Group, University of Cambridge, School of Education

30. Reflecting on Today’s Goals Explore the what and why of formative assessment Establish the relationship between instruction and formative assessment Review 5 key strategies and techniques Brief review of “Embedding Formative Assessment” CD-ROM tool (Dylan Wiliam) 30

31. Edward G. Rendell Gerald L. Zahorchak, D.Ed. Governor Secretary Diane Castelbuono, Deputy Secretary Office of Elementary and Secondary Education John J. Tommassini, Director Bureau of Special Education Pennsylvania Training and Technical Assistance Network