Supporting Powerful Formative Assessment

1. Supporting Powerful Formative Assessment Jeanette Grisham Adrienne Somera NWESD

2. Introductions

3. Develop an operational definition of formative assessment Understand the 5 key strategiesfor effective formative assessment Implement formative assessment strategies and techniquesin your classroom

4. Community Norms Our Collective Commitments

5. Capturing our thinking…

6. Formative or Summative? Sort the vignettes and post your choices on the poster

7. What was your A Ha ?

8. Capturing our thinking…

9. What is the research behind formative assessment?

10. 20 years of research has found that when classrooms regularly engaged in effective formative assessment... • Students make significant learning gains – especially lower achieving students • Teachers tend to be more reflective about their practice and more in touch with their students’ learning • The process can improve student achievement more than other learning interventions including one-on-one tutoring, reduced class size or cooperative learning Black and Wiliam (1998) and others (e.g., Shepard et al., 2005)

11. Source: Siobhan Leahy & Dylan Wiliam (2009). From teachers to schools: scaling up professional development for formative assessment “… across a range of different school subjects, in different countries, and for learners of different ages, the use of formative assessment appears to be associated with considerable improvements in the rate of learning.”

12. Break

13. Formative assessment Summative assessment

14. Assessment for Learning

15. Process not Product Progressing toward a standard not meeting a standard Involves students not reporting about students Occurs during the learning not after the learning

16. Operational Definition

17. Assessment for learning happens while learning is still underway. These are the assessments that we conduct throughout teaching and learning to diagnose student needs, plan our next steps in instruction, provide students with feedback they can use to improve the quality of their work, and help students see and feel in control of their journey to success. -Rick Stiggins

18. Practice in a classroom is formative to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers, to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the evidence that was elicited. ~Black and Wiliam

19. Capturing our thinking…

20. Formative Assessment Five Key Strategies

21. What is the difference between strategies and techniques?

22. Sharing Learning Expectations

23. Know what kinds of learning expectations are represented in the curriculum Master the targets ourselves Make learning expectations clear to students Sharing Learning Expectations

24. How do we make the target clear?

25. Student Friendly Language… Some strong and weak examples

26. 4.1.F-Fluently and accurately multiply up to a three-digit number by one and two digit numbers using the standard algorithm. I can multiply 3 numbers by 2 numbers or 1 number.  Unnecessary removal of content vocabulary

27. 4.1.F-Fluently and accurately multiply up to a three-digit number by one and two digit numbers using the standard algorithm. I can multiply big numbers by smaller numbers. Narrow the focus of the standard and lower the cognitive complexity of the standard

28. 4.1.F-Fluently and accurately multiply up to a three-digit number by one and two digit numbers using the standard algorithm. I can multiply numbers in the hundreds by smaller numbers, using a procedure, which is called an algorithm.

29. 4-5 ES3B PE: Infer from a picture of several fossils in a layer of rock the environmental conditions that existed when the fossils were formed \ I can identify the types of fossils found in a layer of rock • Change from the intent of the standard

30. 4-5 ES3B PE: Infer from a picture of several fossils in a layer of rock the environmental conditions that existed when the fossils were formed I can use the types of fossils found in a layer of rock to infer what the environment was like when they formed

31. 6-8 LS1D PE: Use labeled diagrams or models to illustrate similarities and differences between plant and animal cell structures I can model or diagram a plant and animal cell Narrows the focus of the standard, changes the cognitive demand

32. 6-8 LS1D PE: Use labeled diagrams or models to illustrate similarities and differences between plant and animal cell structures I can use a model or diagram of a plant and animal cell to explain how they are similar and different

33. Learning Goals “What I Learned” Performance Goals “What I Did” Different types of expectations

34. Students given learning goals perform significantly better than students who are given performance goals. Black and William, 1998; Sheppard, 2001

35. Try it • On your sentence strip; write the standard as a student friendly learning expectation • Once you have written your expectation, find the other people in the room who have the same standards and compare

36. Try your own: • Begin with state standards • Clarify learning expectation for yourself • Communicate the learning expectation using student friendly language

37. How do we share learning expectations with students?

38. Misconception #1: Informing the students of the learning target by telling them what it is or by writing it on the board is sufficient. Misconception #2: Simply sharing a rubric with students will ensure they understand the criteria for success.

39. TechniquesFor Sharing Learning Expectations DylanWiliam Washington Educational Research Association workshop June 2009

40. Lunch! Back at 1:00

41. Progressing Toward a Standard

42. A Learning Progression Model: Learning Progression: A learning progression is a sequenced set of subskills and enabling knowledge that, it is believed, students must master en route to mastering a more remote curricular aim. (Popham 2008)

43. Different Grain Sizes... K-12 progression of ideas

44. Different Grain Sizes... School year progression of ideas

45. Different Grain Sizes... Unit long progression of ideas

46. Developing a Learning Progression

47. Let’s Get Started!

48. So what does a learning progression look like?

49. enabling knowledge or subskill target enabling knowledge or subskill enabling knowledge or subskill enabling knowledge or subskill enabling knowledge or subskill formative assessment for learning formative assessment for learning formative assessment for learning formative assessment for learning

50. Insects have unique structures, behaviors, and basic needs. They are all related, yet have lots of variations and complex life cycles. Science Learning Progression Insects have characteristics that help them survive in a wide variety of places. Given a list of insect features, students are able to identify how each helps the insect survive. Insects show similarities and differences in their life cycle. Students can identify the differences between complete and incomplete metamorphic life cycles. Insects go through changes in their life cycle. Students can correctly sequence an insect’s metamorphic changes within its life cycle. Insects share some common features, yet vary in other way. Students can complete a T-chart comparing and contrasting a list of features. All Insects have characteristics that perform certain functions. Given a list of structures, students can match their associated functions.