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Formative Assessment Model

Formative Assessment Model . Why Use Formative Assessment Probes?. Assessment for learning not assessment of learning Reveal the types of ideas your student have about common science concepts Examine student thinking for the purpose of informing teaching and learning. Types of Probes.

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Formative Assessment Model

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  1. Formative Assessment Model

  2. Why Use Formative Assessment Probes? • Assessment for learning not assessment of learning • Reveal the types of ideas your student have about common science concepts • Examine student thinking for the purpose of informing teaching and learning

  3. Types of Probes • Justified List • Prediction • Familiar Phenomena • Friendly Talk

  4. Example: Justified List Probe Keeley, P., Eberle, F. and Tugel, J. (2007). Uncovering student ideas in science (Vol.2) -25 more formative assessment probes. Arlington, VA: NSTA Press.

  5. The Needs of Seeds Using Formative Assessment Probes • Choose a probe • Give to students • Use data to plan • What do you see?

  6. Example:Friendly Talk Probe Keeley, P.(2011). Uncovering student ideas in life science-25 new formative assessment probes. Arlington, VA: NSTA Press.

  7. Example:Familiar PhenomenaProbe Keeley, P., Eberle, F. and Tugel, J. (2007). Uncovering student ideas in science (Vol.2) -25 more formative assessment probes. Arlington, VA: NSTA Press.

  8. Example:Prediction Probe Keeley, P., Eberle, F. and Dorsey, C. (2008). Uncovering student ideas in science(Vol.3)-another 25 formative assessment probes. Arlington, VA: NSTA Press.

  9. What are Formative Assessment Probes? • NSTA Publication • Formative assessment probes were developed using the CTS process. • Link key ideas in the standards to common misconceptions cited in research.

  10. Resources for CTS …Experts at Your Fingertips 24/7     Indicates the resource or parts of it are online

  11. Exploring Formative Assessments Select a strip. Cloze read about your strip. Prepare to present to group your selected formative assessment.

  12. Designing Data Driven Instruction:

  13. UniversalDesignfor Learning (UDL) is Universal Design for Learning (UDL) A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of all learners.

  14. Videohttp://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0Videohttp://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0

  15. Principle I:Multiple Means of Representation The what of learning • To give diverse learners options for acquiring information and knowledge • Present content in a variety of formats and modalities

  16. Multiple Means of Representation • Artifacts • Videos • Music • Movement • Text Readers • Manipulatives • Visual Displays • Anticipatory Guides • Graphic Organizers

  17. Principle II:Multiple Means of Action and Expression Judy Augatti

  18. Multiple Means of Action and Expression • Thumbs Up/Thumbs Down • Gallery Walks • Pair/Share • Chalkboard/Whiteboard Splash • Response Hold-Up Cards • Quick Draws • Numbered Heads Together • Line-Ups

  19. Principle III:Multiple Means of Engagement Taps into learners’ interests, offers appropriate challenges, and increases

  20. Multiple Means of Engagement • Bounce Cards • Air Writing • Case Studies • Role Plays • Concept Charades • Response Hold-Up Cards • Networking Sessions • Simulations C B A D C

  21. UDL means more students are: • Engaged • Learning • Achieving • Motivated

  22. What does this mean for my classroom? Enrich, extend and accelerate the SCOS. 5 E’s

  23. Designing Data Driven Instruction Select the standard and objective. Collect resources for teaching and assessing the objective. Perform pre-assessment using a two-tiered prototype or probe. Use a selected formative assessment.

  24. Resource: NCDPI Science WIKI • Essential Standards • K-12 Strands Excel Format • Crosswalks • Unpacked Content • Professional Development • Teaching resources

  25. Resource: NCDPI Science Live Binder LIVE BINDER! Resources organized by teaching standard

  26. Resource: NC Education

  27. Resource: NSDL

  28. Resource: NSTA Learning Center

  29. Resource: Annenberg

  30. Resource: FREE

  31. Resource: Ted-Ed

  32. Resource: Teacher’s Domain

  33. State Collaborative on Assessment and Student Standards (SCASS) • http://sciencescass.org • Security Agreement • Quick Highlights • Quiz & Test Development • Data Analysis (free for 1 month) • Directions for other teachers • MUST sign security agreement and return • Username (_____) • Password (______)

  34. Resource: NAEP Question Tool • NC DPI Accountability Services Division http://www.ncpublicschools.org/accountability/policies/naep/naep • Released NAEP items • Two ways to access: • http://nces.ed.gov/nationsreportcard/itmrlsx • From the NAEP home page http://nces.ed.gov/nationsreportcard and click Sample Questions and then select Questions Tool

  35. Assessments

  36. The Individual Case

  37. Kimi, grade 8

  38. Kimi, grade 8 • Review each data document you have received concerning Kimi and her development and needs. • Discuss her strengths and weaknesses in your group.

  39. Kimi, grade 8 • Imagine that Kimi is a student in your class. (Age regress or progress as necessary.) • Strategize ways that you might adapt and use some of the instructional resources you found earlier in working with a student like Kimi.

  40. Addressing the whole child prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21st century.

  41. Deconstructing the Day

  42. Thank YOU!

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