1. Formative Assessment October 12, 2015

2. Learning Target We will plan a lesson incorporating the five components of a formative assessment classroom. 2

3. What forms of assessment do you use in your classroom? Working with a partner use a smartphone and scan the QR code on the cover page of your packet or go to www.padlet.com/dgilly1002/assessment www.padlet.com/dgilly1002/assessment Double tap on the Padlet and post the types of assessments you are currently using in your classroom. 3

4. Differences Summative assessment defines. Formative assessment improves. 4

5. Assessment becomes ‘formative assessment’ when the evidence is actually used to adapt the teaching work to meet learning needs. 5

6. Dylan Wiliam 6

7. Key Points Learning goes up at double the rate. Students learn what usually takes 1 year in six months. Teachers learned most about teaching before their 18 th birthday by being students. Teacher preparation programs take roughly 4 years. Teachers were students for 13 years. The hard part is not about believing the research. It’s about it being hard for teachers to change their practices and habits. It’s hard to change what is successful with something that will make you more successful. It’s not about class size or school structure. It’s about what’s happening in the classroom everyday. 7

8. Traditional Classroom Assessments Tests Quizzes Projects Not formative Coaching Situations Feedback Plans for improvement Expected Growth Not summative 8

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10. 10 Danielson Framework – 3D – Using Assessment in Instruction 34

11. Component 1 - Sharing and Understanding the Learning Target Communicate the learning target in a way that allows ALL students to understand the goal and know what good work on the assignment looks like. 11

12. How does the criteria on the left differ from the right? 12

13. Example Sharing and Understanding the Learning Target CCSS - RF.1.4.b Read grade level text orally with accuracy, appropriate rate, and expression on successive readings. Learning Intention: We will read fluently and with expression. I will be successful if I use my fingers to track and pause at the end of each sentence. 13

14. What children learn is unpredictable. Which fraction is the smallest? A. 1/6 B. 2/3 C. 1/3 D. 1/2 88% of the class circled A. Which fraction is the largest? A. 4/5 B. 3/4 C. 5/8 D. 7/10 54% circled B. Why did this happen? Component 2 - Engineering Ways to Elicit Evidence of Learning 14

15. Some Practical Ideas… Exit slips Student Checklist The Three-Minute Paper One-Sentence Summary Misconception Check White boards A, B, C, D Cards enVision Math Online Quiz Peer Conversation Padlet Carousel Activity 15

16. Example Eliciting Evidence of Learning After modeling reading with fluency and expression, I will provide time for my students to read a book of their choice. I will circulate and visit with individual students to listen to them read aloud a paragraph they have already read silently. I will take anecdotal notes of their progress throughout the year. 16

17. Dylan Wiliam Component 3 -Providing Feedback 17

18. Key Points Ego involving vs task involving Ego involving feedback can lower achievement. Task involving feedback focuses on how to improve Good feedback causes thinking. 18

19. Kinds of Feedback In a study of 264 sixth grade students in 12 classes in 4 schools; Same teaching, same aims, same teachers, same classwork Three kinds of feedback: 1)Just grades 2)Just comments 3)Grades & comments 19

20. Students receiving just grades made no gain in their learning. Students receiving just comments made 30% gain in their learning. What do you think happened with the students receiving comments and grades? The results were the same as those for the students who received just grades. 20

21. “My Favorite No” 21

22. Example Providing Feedback As I write down an anecdotal note about a student’s reading, I will explain what I am writing to him/her. o “I am writing down that you did a good job of finger tracking today. I am also writing down that you had a little trouble sounding some words out, out loud. It’s really important for you to sound a word out with your voice when you’re not sure of it. You will get the word a lot faster that way 22

23. Component 4 - Activating Students as Resources 23

24. Example Activating Students as Resources I will have my students work with a partner. They will each read a self-selected section of a book of their choice. After hearing their partner read, they will give them feedback about the quality of the fluency and expression, using the two stars and wish model (two things they liked and one thing that could be improved upon). 24

25. Component 5 - Activating Students as Owners of Their Learning 25

26. Example Activating Students as Owners of Their Learning Each of my students will have the above progress chart. Each time I observe a student working on a goal, I will make a tally mark in the “Mastered” column. After five tallies, I will meet with the student and together we will reconsider the goal and decide whether it was mastered or still needs work. Name__________________________ DateProgress MadeSet a GoalMastered 26

27. Which of these are formative? A.A district science supervisor uses test results to plan PD workshops for teachers. B.Teachers doing item analysis of 5 th grade math tests to review their 5 th grade math curriculum. C.A school tests students every 10 weeks to predict which students are “on course” to pass the state test in March. D. “Three-fourths of the way through a unit” test E.Students who fail a test on Friday have to come back on Saturday. F.Exit ticket question: “What is the difference between mass and weight?” G.“Sketch the graph of y equals one over one plus x squared on your mini- white boards.” 27

28. Which is most effective? Long-cycle Focus: between units Length: four weeks to one year Medium cycle Focus: within units Length: one day to two weeks * Short cycle Focus: within lessons Length: five seconds to one hour 28

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30. Let’s Sum It Up 30

31. Let’s Do It We’ve taken you step by step through the process of making one of your lessons formative. Now we want you to plan another lesson by yourself, using the strategies we shared with you today. 31

32. Exit Ticket Using your post it note- Jot down what you like about Formative Assessment. Jot down anything that you feel would hinder your use of Formative Assessment techniques in your classroom. Place your post it note where you feel you fall in the process Green Light – “I’m on board.” Yellow Light – “I’m on the fence about using this in my classroom.” Red Light – “No way. I can’t not see myself doing this.” 32