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Formative and Summative Assessments. 6th-12th Grade. Today’s Learning Targets. I can distinguish between formative, benchmark, and summative assessment. I can communicate the importance of formative assessment.

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today s learning targets
Today’s Learning Targets
  • I can distinguish between formative, benchmark, and summative assessment.
  • I can communicate the importance of formative assessment.
  • I can develop clear learning targets and their associated criteria for success to use in a lesson or series of lessons.
  • I can choose appropriate strategies for collecting and documenting evidence of student learning that provide accurate information about where students are in their learning.
  • I can provide descriptive feedback to students, helping them to close their learning gaps.
slide4

Formative Assessment

in the

Classroom

learning targets where am i going
Learning Targets“Where Am I Going?”

Learning targets are subparts of the objective. They are measurable achievement expectations of what students should know and be able to do in 1-2 lessons.

Learning targets should be written using language that students can understand.

We need to communicate clear learning targets to help students answer the question... “Where am I going?”

Here are some questions to consider:

•Is the learning target a measurable achievement expectation of what students should know and be able to do?

•Can the target be taught in 1-2 lessons?

•Is the learning target written using language that students can understand?

collect and document evidence of learning where am i now
Collect and Document Evidence of Learning“Where Am I Now?”

-Not only should you implement various instructional strategies, but also multiple ways to allow students to show what they have learned.

-It is important that teachers use methods that allow them to know where each student is in reaching the learning target.

-This evidence provides the opportunity for teachers to differentiate instruction, moving students toward their learning target.

-Collecting evidence gives actionable and detailed information for reflection and analysis for teacher growth.

analyze evidence descriptive feedback how can i close the gap
Analyze Evidence & Descriptive Feedback “How Can I Close the Gap?”

During instruction while implementing formative assessment, examine the evidence, searching for patterns and trends that identify obstacles and misconceptions in student learning and understanding.

Evaluative Feedback

  • Associated with summative assessment
  • Feedback which evaluates a behavior or product
  • Useful and needed because it summarizes a student’s level of performance or achievement

Descriptive feedback

  • Associated with formative assessment
  • Feedback can be oral or written
  • Provided to students while they are learning
  • Learners use descriptive feedback to make adjustments and improvements toward meeting learning targets.
five formative assessment strategies

Five Formative Assessment Strategies

*These strategies have been tested by real PSRC teachers. The strategies presented can be changed to achieve your desired effect!

muddy vs clear strategy
Muddy vs. Clear Strategy

Write Muddy vs. Clear on the board

Discuss the day’s learning, placing information under the appropriate heading

Ask for Further questions

Use feedback to fuel planning

group writing re edits
Group Writing Re-Edits

Day 1-

1. Collect writing samples

2. Note the most common issues in student work

Day 2-

1. Pass out rubrics, explain

2. Model/Collaborate

3. Brainstorm in groups

4. Share out

fixer uppers
“Fixer-Uppers”

Students hang their work around the classroom

Each students receives 5-10 Post-its

Students circulate and leave “suggestions” on

hanging work using post-its

Ask follow up questions

Students review their work and make necessary changes

fish bowl
Fish Bowl

Day 1-

Assign a task

Day 2-

  • Split class into “inner” and “outer” groups
  • Students in “inner” group present and “outer” group provides SILENT feedback
  • Groups switch and repeat
  • Group discussion
  • Teacher revisits comments to focus instruction
fly swatters concept review
Fly Swatters Concept Review

Create a PowerPoint with questions and answers

Split the class into two groups

Pass out Plus/Minus Sheet

Play game

Collect Plus/Minus Sheets and analyze

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Kewanda MerrittK-12 English Curriculum Supervisor, PSRCkewanda.merritt@robeson.k12.nc.us410 Caton Rd. Lumberton, NC 28358Program Services Building, Office B10Phone: 910-735-2350Fax: 910-671-4353

CONTACT INFORMATION

Jennifer Radosh

English Teacher, Red Springs High School

jennifer.radosh@robeson.k12.nc.us

509 N. Vance St.

Red Springs, NC 28377

Phone: 910-843-4211

Fax: 910-843-2825