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Formative Assessment Module

Formative Assessment Module. Kansas State Department of Education. ASSESSMENT LITERACY PROJECT. 1. Formative Assessment is Important!. Research shows formative most important assessment to student learning Educators need to understand the importance of formative assessments.

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Formative Assessment Module

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  1. Formative Assessment Module Kansas State Department of Education ASSESSMENT LITERACY PROJECT 1

  2. Formative Assessment is Important! • Research shows formative most important assessment to student learning • Educators need to understand the importance of formative assessments Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 2

  3. What is Formative Assessment? Paul Black, professor emeritus and educational research King’s College gives us this definition: “ When the cook tastes the soup, that’s formative assessment; when the customer tastes the soup, that’s summative assessment.” Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 3

  4. What is Formative Assessment? The Council of Chief State School Officers provides the definition: “ Formative Assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievements of intended instructional outcomes.” Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 4

  5. What is Formative Assessment? According to Dr. James Popham: “ Formative Assessment is a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics.” Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 5

  6. Formative Assessment is a Planned Process • Evokes evidence about student learning • Provides feedback about learning to teachers and students • Closes the gap between what the learner knows and desired goals Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 6

  7. Use of the Assessment • Results of Formative assessments are used to improve instruction and learning • Results of Formative assessment are not used for making judgments about success or failure Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 7

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  9. Title Comparisons • Formative assessment is used to improve instruction and learning • Interim assessments are used to • Predict summative results • Warn of learning deficits • Identify achievement gaps • Summative assessments are used to render final judgments Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 9

  10. Inside the Black Box: Raising Standards Through Classroom Assessment By Paul Black & Dylan Wiliam Paul Black & Dylan Wiliam, “Inside the Black Box: Raising Standards Through Classroom Assessment,” Phi Delta Kappan Vol. 80(2), October 1998, pp.139-148. 10

  11. Formative Assessments Make Moment – to - Moment Adjustments Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 11

  12. Classroom Based: Student Centered Process Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 12

  13. Teachers Need Time According to Black & William, teachers need: • Time to reflect upon their assessment practices • Benefit from observing and • Consulting with other teachers about the changes they would like to make. Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 13

  14. Teachers Should Consider • Testing new learning within about a week of first exposure Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 14

  15. Teachers Should Consider • Do the assessments yield accurate, pertinent diagnostic information? Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 15

  16. Teachers Should Consider 3. Is the diagnostic information being used to inform and adjust instruction for individual students? Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 16

  17. Activity One 1 Review the work of Black and Wiliamby answering the essential question: What is formal Assessment? Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 17

  18. What we want the student to know and be able to do Goals Objectives Proficiencies Competencies • Standards • Benchmarks • Curricular Aims Kansas State Department of Education ASSESSMENT LITERACY PROJECT 18

  19. Clarify Curricular Aims Alignment in SEDL's Working Systemically Model 2004 PROGRESS REPORT TO SCHOOLS AND DISTRICTS Summary Report available online at http://www.sedl.org/rel/resources/ws-report-summary04.pdf Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 19

  20. Clarify Curricular Aims Alignment in SEDL's Working Systemically Model 2004 PROGRESS REPORT TO SCHOOLS AND DISTRICTS Summary Report available online at http://www.sedl.org/rel/resources/ws-report-summary04.pdf Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 20

  21. Highest Level of Performance Students Can Achieve 21

  22. Kinds of Aims or Targets • Master Content Knowledge • Master means know and understand • Things to know outright • Know where to find it • Use Knowledge to Reason and Solve Problems • Analysis • Synthesis • Comparison • Classification • Inference • Evaluation • Demonstrate Performance Skills • Create products • Develop Attitudinal, Motivational Predispositions Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 22

  23. Students Must Understand What is to be Mastered Important whether student is preparing for a single lesson or a month long unit Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 23

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  25. Curricular Aims • Describe how the curricular aim will be measured • Provide examples of both very good and very poor assessment results Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 25

  26. Rubrics Clarify Performance Expectations A well informed rubric helps students understand what they are supposed to be learning Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 26

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  28. Teachers Must Provide Students with the Building Blocks Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 28

  29. Formative Assessment are Not Used for Grades Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 29

  30. Students as Partners Stiggins tells us “that the greatest potential value of classroom assessment is realized when we open the process up and welcome students in as full partners” Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 30

  31. Activity Two 2 Consider the Student/Teacher Learning Partnership by Participating in Activity Two Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 31

  32. How do we Plan Formative Assessment? Begin by looking at the best recommended practices by experts such as Airasian, Fisher, Frey, Marzano, McTighe, Popham, Stiggins, Tomlinson, Wiggins, and others Kansas State Department of Education ASSESSMENT LITERACY PROJECT 32

  33. We Need to Begin with the End in Mind Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 33

  34. We Need to Begin with the End in Mind Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 34

  35. Checking for Understanding SHOULD: • Align with enduring understandings • Allow for differentiated instruction • Focus on gap analysis • Lead to precise teaching Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 35

  36. Questioning to Incorporate into Classroom Practice • Do I know what misconceptions or naïve assumptions my students possess? • How do I know what they understand? • What evidence will I accept for this understanding? • How will I use their understandings to plan future instruction? Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 36

  37. Differentiating Instruction Checking for understanding presumes that students are able to demonstrate their understanding in different ways. This demands not only that products are differentiated but also that our ways of analyzing them are differentiated.” A model can be found on our next slide… Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 37

  38. Dr. Popham’s book Transformative Assessment From: Transformative Assessment (p. 141) by W. James Popham, 2008, Alexandria, VA: Association for Supervision and Curriculum Development Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 38

  39. First Step: Identify when to administer a formative assessment Consider what is important to know and do to reach enduring understanding of a curricular aim and that will help you determine when to use formative assessment. Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 39

  40. Second Step: Select the appropriate assessment to use Our methods of assessment should be differentiated so that students can demonstrate their understanding in different ways. Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 40

  41. Select Proper Assessment Methods From: Student –Involved Assessment FOR Learning Fourth Edition (p. 64) Richard J. Stiggins, 2005, Upper Saddle River, NJ: Pearson Education Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 41

  42. Eight Types of Assessment Practices • Criteria & Goal Setting • Teacher Observation • Questioning • Grading • Self-Assessment • Peer Assessment • Student record-keeping • Formative Use of Summative Tests Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 42

  43. Criteria & Goal Setting • In order to be successful: • students need to understand and know the learning target/goal and the criteria for reaching it. • Establishing and defining quality work together • determining what should be included in criteria for success are all examples of this strategy. Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 43

  44. 2. Teacher Observation • Observations assist teachers in gathering evidence of student learning to inform instructional planning. Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 44

  45. 3. Questioning Questioning strategies should: • be embedded in lesson/unit planning • Ask better questions allows an opportunity for deeper thinking • provides teachers with significant insight into the degree and depth of understanding Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 45

  46. 4. Teachers Written and Oral Evaluation • Should identify what has been done well • What still needs improvement • Give guidance on how to make that improvement. Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 46

  47. 5. Self Assessment Self Assessment is essential to learning. Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 47

  48. 6. Peer Assessment Peer assessment is valuable because students may accept criticisms of their work from one another that they would not take seriously if the remarks were offered by a teacher. Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 48

  49. 7. Student Record Keeping Student Record Keeping helps students better understand their own learning as evidenced by their classroom work Kansas State Department of Education ASSESSMENT LITERACY PROJECT ASSESSMENT LITERACY PROJECT 49

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