CCLS and Formative Assessments. Gary Carlin, CFN 603 917-714-7448 email@example.com. Formative Assessment (FA) Pre-Test. 1. FA is a “ product ”. 2. FA requires “ student involvement ”.
CCLS and Formative Assessments Gary Carlin, CFN 603 917-714-7448 firstname.lastname@example.org
Formative Assessment (FA) Pre-Test • 1. FA is a “product”. • 2. FA requires “student involvement”. • 3. A FA is an “assessment of learning” that documents how much learning has occurred at a point in time. • 4. FA provides quantitative not “descriptive” feedback. • 5 FA’s help teachers differentiate instruction. • 6. Journals are an effective means of FA. • 7. FA’s serve as “practice” for students • 8. FA’s do not use analytical rubrics. • 9. Part of a FA strategy could be helping students ask better questions. • 10. FA works in both individual and group work.
Formative Assessment (FA) Pre-Test • 1. FA is a “product”. • 2. FA requires “student involvement”. • 3. A FA is an “assessment of learning” that documents how much learning has occurred at a point in time. • 4. FA provides quantitative not descriptive feedback. • 5 FA’s help teachers differentiate instruction. • 6. Journals are an effective means of FA. • 7. FA’s serve as practice for students • 8. FA’s do not use analytical rubrics. • 9. Part of a FA strategy could be helping students ask better questions. • 10. FA works in both individual and group work.
Quick Write (1) • What question in the pre-test really needs to be modified for future test takers, why? • Post –it, Index Card, Fill-in on a Handout, Half Sheet of Paper … • Exit Cards – Share/Collect • Kept in a Journal Section or Page – Growth/Time • The more SPECIFIC the prompt – the BETTER the response!
My Workshop Goal • My Goal after todays workshop on the CCLS and Formative Assessments is to: • A. _________________________________ • B. _________________________________ • & C. _______________________________ • Which I will monitor and track progress by … • ___________________________________
Why Do We Assess? • Inform instructional decisions • Should be move forward, go back, … • What we do next … • Practice, review, or group time … • Motivate students to try to learn • See success to believe success • Connects to their Goal
Double Entry Journals (2) • 1. You have 45 seconds to Observe and Describe the unknown object. • You may: - draw a diagram - write your observations - name/guess the object • 2. You have 20 seconds to write a question. • 3. Then you will exchange for feedback
Formative Assessment … • Provides the information to adjust teaching and learning while they are happening. • Is like “PRACTICE” • Determines NEXT STEPS in the learning process
Statement-Opinion-Support (SOS) 3 • Statement: “To effectively teaching science we must use visuals that suggest and reveal patterns, allow students to explore, engage in, and complete the meaning of a scientific concept.” • Opinion: Agree or Disagree • Support: with Evidence (examples, facts, data, reasons, etc.).
Formative Assessments • “Assessments for Learning”. … and shift the emphasis from focusing what the teacher is doing to what understanding the student is demonstrating.
FA & Student Involvement Students need to: • Assess their own learning (+/-/0), How & Why? • Act as a resource to other students
Read & Revise (your feedback)Descriptive Feedback • Not advice, praise, or evaluation. • Detailed information that provides specific directions for improvement (Next Steps) and gives students opportunity for input. • Feedback is information about how we are doing in our efforts to reach a goal.
Research Says … • Most of the feedback students receive about their classroom work is from other students – and much of that feedback is wrong! • In most cases students are unaware of the specific skill they’re supposed to learn so feedback is just telling them what to do!
3-2-1 (5) • 3 ideas, concepts, or issues presented. • 2 examples or uses of idea or concept. • 1 unresolved question or a possible confusion.
Goal: Datashould … …Inform Instruction
Relationships from Data • California Study Shows Significant Correlation Between High Obesity Rates And Soda Consumption
“Correlation” Defined • What is a correlation? • “A causal, complementary, parallel, or reciprocal relationship, especially a structural, functional, or qualitative correspondence between two comparable entities: a correlation between drug abuse and crime.”
Statistics Definition The degree to which two or more attributes or measurements on the same group of elements show a tendency to vary together.
Formative Assessment • Assessment at regular intervals of a student's progress with accompanying feedback in order to help to improve the student's performance • Use data to adjust instruction to better meet student learning needs.
2+ for the Price of 1 • Formative Assessments or Assessment for Learning can help students learn science, as well as measure how much science they have learned. • Formative Assessment can double the rate of student learning!
What’s the Relationship between … (6) • X and Y • Achievement & Amount of Assessment/Feedback • Describe and Explain the effect of Y on X, how textual evidence, data, or research supports this.
Positive Correlation??? Amount of Assessment with Appropriate Feedback Student Achievement
First Problem … • In studies conducted on the effects of feedback – performance would have been better in almost 40% of the studies if feedback had NOT been given!
Second Problem … “ … state-level standards documents are far too general to be used for precise feedback to students.”
However … CCLS – Specific Skills • Anchor Standards provide the broad Standards • Grade-Specific Standards provide additional specificity • Together they define the skills and understandings that students must demonstrate
O-I-E-C (1) • Observe • Infer • Explain • Connect
Key Ideas and Details (Reading) • Reading Anchor Standard 1. 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. • Grade 9-10 Students: 1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
“Science Ladder” of Learning • Identify • State • Describe • Explain • Predict/Calculate
Define-Describe-Explain: DDE (4) • 6 The red shift of light from most galaxies is evidence that • (1) most galaxies are moving away from Earth • (2) a majority of stars in most galaxies are red giants • (3) the light slows down as it nears Earth • (4) red light travels faster than other colors of light
9-10 CCLS Skills (Reading #1) • a. Cite Textual Evidence (Facts/Observations) • b. Make Logical Inferences (Synthesis) • c. Analysis of Evidence (Exp w/Precise Details) • d. Draw and Support a Conclusion (Argument)
Define Skill Keywords • Evidence – the available body of facts or information that support a belief of position • Inference – a conclusion reached on the basis of evidence (observations) and reasoning • Analysis – Detailed explanation and/or interpretation of all evidence and their relationships. • Conclusion – Final decision that is supported by research/data.
What is a “Skill” • “is ability to do something well, expertise, a developed talent” • “is acquired through training, practice and experience” • includes the Science Process Skills (Basic): Observe, Infer (Integrated): Interpreting data, Experimenting, Formulating Models