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FAME: Formative Assessment for Michigan Educators A speed dating version!

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Presentation on theme: "FAME: Formative Assessment for Michigan Educators A speed dating version!"— Presentation transcript:

1 FAME: Formative Assessment for Michigan Educators A speed dating version!

2 FAME: Formative Assessment for Michigan Educators 2 Goal: Working collaboratively educators will learn, implement, and reflect on the formative assessment process to guide student learning and teachers’ instructional practices.

3 FAME: Project Numbers 3 Coaches 35 100 Learning Teams 2365 08 - 0909 – 1010 - 11 New Ret 63 32 6232 New 11 - 12 61 60 Ret 61 55 *5 Returning FAME Leads and 5 New FAME Leads 12 - 13 NewRet 64 96* 6383 School Year

4 FAME: Coaches and Teams 4

5 Describe your current thinking about formative assessment 5 Please complete all of Part 1 of the Self-Assessment.

6 Teaching and Learning Cycle 6

7 Balanced Assessment System Summative Assessment (Assessment of Learning) Interim/Benchmark Assessment Formative Classroom Assessment (Assessment for Learning) All parts work together and are equally important 7

8 Summative Interim/ Benchmark Formative Key Question Did the students learn what they should have? Is the class/student on track for proficiency? What comes next in the student’s learning? When Asked End of unit/ term/year Multiple times per year Ongoing in the classroom Use of Results After instruction ends (curriculum & instructional leaders) Between instructional cycles (instructional leaders & teachers) During Instruction (teachers & students) 8

9 Adapted from R. J. Marzano & J.S. Kendall. (1996). A comprehensive guide to designing a standards-based district, school, or classroom. Alexandria, VA: Association for Supervision and Curriculum Development. What do assessments tell us? Information on individual student learning National Assessments State Assessments District Assessments Classroom Assessments 9

10 “If we wish to maximize student achievement in the U.S., we must pay greater attention to the improvement of classroom assessment. Both assessment of learning and assessment for learning are essential. But one is currently in place, and the other is not.” Rick Stiggins, 2002 10

11 Improving Classroom Assessment 11 Requires: A shift in thinking from something we do TO students to something we do WITH and FOR students. Requires: A shift in thinking from something we do TO students to something we do WITH and FOR students.

12 CCSSO Definition of 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’ achievement of intended instructional outcomes. FAST/SCASS Austin, Texas October 2006 12

13 Components and Indicators 13

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15 Component 1—Planning “A Planned Process: Formative assessment involves a series of carefully considered, distinguishable acts on the part of teachers or students, or both.” — W. James Popham, 2008 15

16 Essential Question #1 What do I need to stay mindful of when implementing formative assessment? 16

17 Learning Target Use Student Evidence Formative Assessment Strategies Formative Assessment Tools 17 Implementing FA: Components 2, 3, 4, & 5

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19 Component 2 - Learning Target Use Learning targets are defined in this guide as student outcomes or goals that are defined in student-friendly language and are easily usable by students and teachers. 19

20 Learning Target Use How do we make the learning targets clear and accessible for students? Setting broad criteria with students Using exemplars Building formative assessment strategies and tools to include learning targets Self Assess, Set Goals, Provide Feedback 20

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22 Component 3—Student Evidence “[It is therefore apparent that] different assessments serve a variety of users and uses, centering on achievement defined at a variety of levels, and requiring a variety of kinds of assessment information delivered at different times. All resulting information must be accurate and used effectively.” - Rick Stiggins and Judith Arter, 2004 22

23 Keys to Using Student Evidence Students have multiple opportunities to demonstrate their knowledge. Students have varied opportunities to demonstrate their knowledge. Student evidence is analyzed based on the assessment type used. Formative assessment tools are used as student evidence. 23

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25 Component 4 – FA Strategies Formative assessment strategies must be used in relation to learning targets. page 33 25

26 Formative Assessment Strategies Activating prior knowledge Goal setting Feedback use Self-assessment Peer assessment 26

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28 Component 5 – FA Tools Tools are what students interact with to demonstrate thinking in deeper ways They are driven by the formative assessment strategy Tools are sometimes called techniques 28

29 FA Tools  Exit Slips  Feedback Cards  Chalk Talks  ABC Summaries  No Opt Outs  Geometric Shapes  Muddiest Point  Quizes  Stoplights

30 FA Tools “…strategies illustrate the strong connection between formative assessment and research on learning. We must keep in mind, however, that educators will not achieve the benefits of formative assessment for learning simply by implementing a string of promising techniques [tools] or by using them mechanistically.” — Lorrie Shepard, 2005 30

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32 Essential Question #2 What do I need to stay mindful of when using formative assessment evidence? 32

33 Student and Teacher Analysis Formative Feedback Instructional Decisions 33 Using FA: Components 6, 7, & 8

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35 Component 6 – Student and Teacher Analysis The purpose of analyzing student evidence is primarily to figure out next steps—often in terms of providing feedback to students and making adjustments to instruction and learning. 35

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37 Chapter 7—Formative Feed back “Formative feedback is actionable…” — W. James Popham, 2008 37

38 Formative Feedback Feedback needs to be specific, aligned to criteria or learning targets, and in reference to students’ current levels of achievement. 38

39 Formative Feedback What Formative Feedback Is In relation to learning targets Identifies strengths and areas for growth Timely—can be immediately used to improve progress Descriptive—specific, in the form of questions What Formative Feedback is Not General comment Edits of mistakes Provided after learning is over—at the end Coded—grades, scores, checkmarks, judgments 39

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41 Chapter 8 – Instructional Decisions Teacher Analysis Leads to Instructional Decisions The Formative Assessment Process gives you immediate data for making informed decisions about what to do next with instruction. 41

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43 Components and Indicators 43

44 “The Home Skillet Biscuits”- Learning Team Livonia Public Schools 44

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