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Formative Assessment. Traffic Light. Read the Formative Assessment Target Goals posted on the easel sheets throughout the room. Place a green dot on the left side of the easel sheet for any goals that you feel you have already mastered.

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traffic light
Traffic Light
  • Read the Formative Assessment Target Goals posted on the easel sheets throughout the room.
  • Place a green dot on the left side of the easel sheet for any goals that you feel you have already mastered.
  • Place a yellow dot on the leftside of the easel sheet for any goals that you know something about but have not yet mastered.
  • Place a reddot on the left side of the easel sheet for any goals that you have either never heard of or that you know virtually nothing about.
session target goals
Session Target Goals

Participants will:

  • articulate the differences between formative &

summative assessment

  • recognize the impact of effective formative

assessment

  • describe and provide examples of how to effectively use the five keys to quality assessment
  • use three guiding questions to ensure that students are informed and involved in the assessment process
why assess students

Why assess students?

To gather evidence of student

learning

To inform instruction

To motivate students and

increase student achievement

slide5

____________________

  • ____________________
  • ____________________
  • ____________________
  • ____________________
  • ____________________
  • ____________________
  • ____________________
  • ____________________
how do we assess students
How do we assess students?

Formative Assessment

Summative Assessment

card sort
Card Sort
  • Use the large label cards to create the headings for two columns - one for “Formative Assessment” and one for “Summative Assessment”
  • Sort the cards and place each one under the most appropriate heading in your chart
slide8

Formative Assessment

Summative Assessment

slide10

Assessment for Learning

Assessment of Learning

shifts in assessment
Shifts in Assessment

From assessing to learn what students do not know

From using results to calculate grades

From end-of-term assessments by teachers

From judgmental feedback that may harm student motivation

To assessing to learn what students understand

To using results to inform instruction

To students engaged in ongoing assessment of their work and others

To descriptive feedback that empowers and motivates students

why these shifts in assessment
Why these shifts in assessment?

A change in the mission of schools:

  • A shift from a focus on sorting and ranking students to a focus on leaving no child behind.

A strong research base:

  • Evidence of the substantial impact on student achievement
slide14
Assessment Key #1:

Identify the Purpose

Who will use it?

How will it be used?

slide15
Assessment Key #2:

Clarify the Targets

Deconstruct the standards.

Are they clear to the students?

what do i want them to know
What do I want them to know?

STANDARDS

UNIT GOALS

TARGETS

slide17
Assessment Key #3:

Use Sound Design

Method?

Sample?

Quality?

Bias?

slide19
Assessment Key #4:

Provide Effective Feedback

The best feedback is:

Descriptive

Specific

Relevant

Timely

Empowering

slide20

Assessment Key #5:

Involve Students

Peer Assessment

Self Assessment

Goal Setting

slide21

PART ONE

Engage

KWL chart, Brainstorming, Concept map,

Questionnaire, Prediction

Explore

“Think, pair, share”,

Drawing Activity

Explain

Exit ticket, Make a model,

Letter to the teacher

magnet activity
Magnet Activity
  • Work in groups of 4
  • Three people are students and will complete the activity.
  • One person (the teacher) is responsible for assessing student learning.
magnet activity instructions
Magnet Activity Instructions
  • Agree on the purpose and the targets - record them on an easel sheet.
  • Set up the materials as shown.
  • Take a minute to plan your actions.
  • Determine the relationship between the number of weights and the number of magnets.
  • Record assessment feedback on easel sheet.
teachers
Teachers
  • What do your students know?
  • How did you find out what they know?
  • What’s your evidence?
students
Students
  • What did you learn?
  • How do you know?
  • What feedback would you like from the teacher?
the formative assessment framework
The Formative AssessmentFramework

Three Guiding Questions

slide30

How to Answer the Three Guiding Questions

Seven Strategies of Formative Assessment

slide31

Mark each example of descriptive feedback with a D and each example of evaluative feedback with an E. If you believe it is neither, mark it with an X.

Good job!

Sloppy work

How did you reach that conclusion? Where’s your data

Proficient

Your calculations are accurate. Take another look at

appropriate units for density.

C-

Excellent!

You need to try harder next time. You can do it!

The students at station two are ready for the lab, they

have their books cleared and their safety glasses on.

You need to label the x-axis, include units with your

label, choose an appropriate scale, show the points you

plotted, and give the graph a title.

81%

slide33

Mark each example of descriptive feedback with a D and each example of evaluative feedback with an E. If you believe it is neither, mark it with an X.

E Good job!

E Sloppy work

D How did you reach that conclusion? Where’s your data?

E Proficient

E 

D Your calculations are accurate. Take another look at

appropriate units for density.

E C-

E Excellent!

E You need to try harder next time. You can do it!

D The students at station two are ready for the lab, they

have their books cleared and their safety glasses on.

E 

X You need to label the x-axis, include units with your

label, choose an appropriate scale, show the points you

plotted, and give the graph a title.

E or D 81%

slide35

PART TWO

Elaborate / Extend

Application problem, Design activity,

Data table and graph

Evaluate

Poster, Comparison essay, Presentation,

Self-evaluation, Constructed response

temperature activity
Temperature Activity
  • Discuss Activity
  • Clarify Targets
  • Prediction
  • Demonstration
  • Feedback
  • Corrections
think pair share
Think/Pair/Share
  • How effective were you at giving feedback?
  • What could you do differently to make it more effective?
slide41

Does the density of a solid object change when you change its shape or size?

Prediction:

Conclusion:

slide42

COMPARING CUBES

Sofia has two solid cubes made of the same material. One cube is very large, and the other cube is very small. Put an X next to all the statements you think are true about the two cubes.

___ A.The larger cube has more mass than the smaller cube.

___ B. The larger cube has less mass than the smaller cube.

___ C. The volume of the larger cube is greater than the volume of the

smaller cube.

___ D. The volume of the larger cube is less than the volume of the smaller

cube.

___ E. The density of the larger cube is greater than the density of the

smaller cube.

___ F. The density of the larger cube is less than the density of the smaller

cube.

___ G. The larger cube is more likely to float in water than the smaller

cube.

___ H. The larger cube is less likely to float in water than the smaller cube.

Explain your thinking. Describe the “rule” or reasoning you used to compare the cubes.

slide43

3

Guiding

Questions

to ask before assessing
??? to ask before assessing
  • Why am I assessing?
  • What do I want my students to know?
  • How will I find out if they know it?
  • How will I communicate the results of my assessment?
  • Who should be involved?
in other words
In Other Words …
  • Clarify your purpose.
  • Define your target goals.
  • Design your plan - what tool(s) will I use to determine if students have met the goals?
  • Provide feedback to encourage learning (Do No Harm!)
  • Involve students in their own assessment.
self evaluation
SELF-EVALUATION
  • Follow the directions on the handout “Determining Where I am Now”
  • Record your Ratings for #1-9 on the separate answer sheet
  • Wait for directions from a facilitator

Sample Student Surveys are included in your notebook

slide48

Traffic Light

  • Read the Formative Assessment Target Goals posted on the easel sheets throughout the room.
  • Place a greendot on the rightside of the easel sheet for any goals that you feel you have already mastered.
  • Place a yellow dot on the right side of the easel sheet for any goals that you know something about but have not yet mastered.
  • Place a red dot on the rightside of the easel sheet for any goals that you have either never heard of or that you know virtually nothing about.