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Formative Assessment. Activity #1 - Brainstorm. Why do you assess your students? How do you currently assess your students?. Session Target Goals. Participants will: articulate the differences between formative & summative assessment recognize the impact of effective formative

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activity 1 brainstorm
Activity #1 - Brainstorm
  • Why do you assess your students?
  • How do you currently assess your students?
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

activity 2 card sort
Activity #2 - Card Sort
  • Prepare a chart with two columns, label one column “Formative” and the other column “Summative”
  • Sort the cards and place each one under the most appropriate heading in your chart
slide5

PART ONE

Engage

Explore

Explain

activity 3 magnets
Activity #3 - Magnets
  • 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 instructions
Magnet Instructions
  • Set up the materials as shown.
  • Determine the relationship between the number of weights and the number of magnets.
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?
slide10
FIVE KEYS

TO

QUALITY

ASSESSMENT

why assess students

Why assess students?

To gather evidence of student learning

To inform instruction

To motivate students and increase student achievement

slide12
Identify the Purpose

Who will use it?

How will it be used?

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

STANDARDS

UNIT GOALS

TARGETS

slide14
Clarify the Targets

Deconstruct standards

Are they clear to the students?

elaborate extend evaluate

PART TWO

Elaborate / Extend

Evaluate

three guiding questions
Three Guiding Questions

#1

Where am I going?

slide19
FIVE KEYS

TO

QUALITY

ASSESSMENT

the five keys so far
The Five Keys So Far…

Identify the Purpose

Clarify the Target

how will i know when they know it
How Will I Know When They Know It?
  • What method should I choose?
  • Is it written well?
  • Is the sample size appropriate?
  • Are there sources of bias in it?
slide22
Use Sound Design

Method?

Sample?

Quality?

Bias?

activity 4 temperature
Activity #4 - Temperature
  • Discuss Activity
  • Clarify Targets
  • Prediction
  • Demonstration
  • Feedback
  • Corrections
slide24
Provide Effective Feedback

The best feedback is:

Descriptive

Specific

Relevant

Timely

Empowering

three guiding questions25
Three Guiding Questions

#2 - Where am I now?

#3 - How do I close the gap?

activity 5 floating
Activity #5 - Floating
  • Prediction
  • Demonstration
  • Clarify Purpose and Targets
  • Partner Exploration
  • Feedback
think pair share
Think/Pair/Share
  • How effective were you at giving feedback?
  • What could you do differently to make it more effective?
slide28

Involve Students

  • Peer Assessment
  • Self-assessment
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.
the 5 keys and the guiding questions
The 5 Keys and the Guiding Questions

Where am I going?

Where am I now?

How do I get there?

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
slide34
“Change focus from what you put into it, to what students get out of it.”

Dylan Wiliam

“Formative Assessment evolves through continual action research – it is not another initiative.”

Shirley Clarke

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
professional development basics
Professional Development Basics
  • Change begins with disequilibrium.
  • Teacher networks can be powerful.
  • Teachers need proof that it works in the classroom.
  • Understanding deepens when the teacher experiences it in a real context.
  • Innovation is risky.
  • Schools that promote effective professional development also encourage experimentation.
  • Change without reflection is often shallow and incompetent.

Adapted fromClassroom Assessment and the National Science Education Standards