Formative Assessments…

1. Formative Assessments… That Inform Your Instruction AND Student Learning

2. STRATEGY: [ENTRANCE CARD] Complete as you first enter the teleconference center – prior to the opening sessions.1. Write about one formative assessment strategy you have used or observed2. Be sure to describe how it was used/implemented and within what context These will be compiled before the next PD day and given to you for your future use.

3. General comments… • All assessments are created to serve some purpose • Standardized tests = provide districts with performance type scores • Teachers use assessments to provide students with feedback, to modify teaching and learning activities • Useful feedback is both “diagnostic and prescriptive. It reinforces precisely what students were expected to learn, identifies what was learned well, and describes what needs to be learned better” (Guskey, 2005, p. 6). But we, as teachers, need to know what to do with the results! Presenter at Wildly Exciting 2012

4. General comments… • “The word assessment comes from the Latin root word assidere – which means “to sit beside another.” (Greenstein, 2010, p. 1) • Best assessments: • Occur when a teacher sits beside us to gather information; • Happen when a teacher supports the student’s learning; and • Help students to move forward.

5. General comments… Formative Assessment is the process of uncovering and understanding what students know to determine the best path to learning.

6. Teaching:What is it really? 2nd clip – puppy going down http://www.youtube.com/watch?v=fDKDC_IUnOA TTYPA…. Turn To Your Partner anddiscuss what aspects of effective teaching are displayed and what does this reinforce about teaching for you? TTAA…Turn To Another and…

7. Online Stopwatch http://www.online-stopwatch.com/full-screen-stopwatch/

8. There is a new game in town: Formative Assessment (i.e. Assessment for Learning) Remember our theme for the year?

9. Pre-Assessment • Some questions will be asked, be ready… • If your answer is YES hold up your GREENsheet of paper • If your answer is NO hold up your RED sheet of paper NOTE: Formative Assessment Strategy [i.e. version of yes/no cards]

10. Questions • Are objectives and target synonymous?

11. Questions • Are objectives and target synonymous? YES . TLW count to 50 by 5’s. I can count to 50 by 5’s

12. Questions • Are objectives and target synonymous? YES • Are journal assignments due at 9:00pm on Sunday?

13. Questions • Are objectives and target synonymous? YES • Are journal assignments due at 9:00pm on Sunday? NO Journal assignments are due at 5:00pm on Sunday.

14. Questions • Are objectives and target synonymous? YES • Are journal assignments due at 9:00pm on Sunday? NO 3. I can teach my unit after my coordinator’s approval.

15. Questions • Are objectives and target synonymous? YES • Are journal assignments due at 9:00pm on Sunday? NO 3. I can teach my unit after my coordinator approves it. YES

16. Questions • Are objectives and target synonymous? YES • Are journal assignments due at 9:00pm on Sunday? NO 3. I can teach my unit after my coordinator approves it. YES 4. When I am not able to go to my school, I need to make only one phone call.

17. Questions • Are objectives and target synonymous? YES • Are journal assignments due at 9:00pm on Sunday? NO 3. I can teach my unit after my coordinator approves it. YES 4. When I am not able to go to my school, I need to make only one phone call. NO Two: One to your CT and One to Your Coordinator!

18. Pre-Assessment TTYPA…. Turn To Your Partner and discuss how this formative assessment strategy [yes/no cards] could be used in your classroom with/without adaptations. Then… TTAA…Turn To Another and…

19. Online Stopwatch http://www.online-stopwatch.com/full-screen-stopwatch/ Let’s try another strategy…. Using a grouping strategy: “spill the beans” 2/3 coordinator groups will be asked to contribute.

20. Modified Four Corners or Human Graph Strategy A different type of Pre-Assessment or Formative Assessment Strategy Rocky Road – Moving along, but some bumps in the road Under Construction – Still making sense of it As a human graph the students would stand in the front of the appropriate chart; as four corners students would go to their selected corner and discuss within the group. Yellow Brick Road –Feeling confident about it Highway to Heaven – Smooth ride all the way Based on your comfort level with FA

21. Online Stopwatch http://www.online-stopwatch.com/full-screen-stopwatch/

22. Pre-Assessment TTYPA…. Turn To Your Partner and discuss how this formative assessment strategy could be used in your classroom with/without adaptations. Then… TTAA…Turn To Another and…

23. Informative Assessment:Use this handout… A N B O C P D Q E R F S G T H U I V J W L X L Y MA Z AIJFSIAFNAEO’EFIW Use only one side! NOTE: You may need to be creative with some letters. you

24. Alphabet Graffiti A N B O C P D Q E R F S G T H U I V J W L X L Y MA Z AIJFSIAFNAEO’EFIW -=F0 =-\Wqef9 • Brainstorm: • Brainstorm: 1st: Partner work (A/B) 2nd: Spy work • “Traveling Reporter” • [it is okay to borrow ideas and take back to your partner] • Spy work Note: Sample of an Advanced Organizer [provides 26 ideas from which to begin] Fogarty & Pete Wildly Exciting, 2010

25. Just because you taught it doesn’t mean they caught it… You may have seen this before in other classes or presentations, but…FIND X

26. Just because you taught it doesn’t mean they caught it…

27. STIGGINS, 2008 “We have reached a tipping point: We either change our assessment beliefs and act accordingly, OR we doom struggling learners to inevitable failure.” Malcolm Gladwell, The Tipping Point - little things make a huge difference. • The Tipping Point -”

28. STIGGINS, 2008Based on his work: • 1. Balance assessments. • 2. Refine standards. • 3. Assure assessment quality. • 4. Turn learners into assessors. • 5. Rethink feedback strategies. • 6. Build on learner successes. • 7. Assure assessment Now begin to use the side of the alphabet graffiti handout that you didn’t use the first time. Samples of assessments that balance one another follow, using the alphabet graffiti chart.

29. AN INFORMATIVE ASSESSMENT A B CLASSROOM ASSESSMENTS D E F G HIGH-STAKES TESTS I J K L M N O P Q R S T U V W X Y Z Compare your responses to those provided throughout the presentation.

30. AN INFORMATIVE ASSESSMENT ANTICIPATORY GUIDES B CLASSROOM ASSESSMENTS DIAGNOSTIC E FORMATIVE G HIGH-STAKES TESTS I J K L M N O PRE-ASSESSMENTS Q R SUMMATIVE T U V W X Y Z

31. AN INFORMATIVE ASSESSMENT ANTICIPATORY GUIDES B CLASSROOM ASSESSMENTS DIAGNOSTIC E FORMATIVE, FORMAL G HIGH-STAKES TESTS INFORMAL J K L M N O PRE-ASSESSMENTS Q R SUMMATIVE T U V W X Y Z More of these today

32. AN INFORMATIVE ASSESSMENT ANTICIPATORY GUIDES B CLASSROOM ASSESSMENTS DIAGNOSTIC EXTENDED WRITTEN RESPONSE FORMATIVE, FORMAL G HIGH-STAKES TESTS INFORMAL J K L M N O PRE-ASSESSMENTS PERFORMANCE TASK Q R SUMMATIVE, SELECTED RESPONSE T U V W X Y Z Three Major Types of Formal Assessments

33. STIGGINS, 2008Based on his work: • 1. Balance assessments. • 2. Refine standards. • 3. Assure assessment quality. • 4. Turn learners into assessors. • 5. Rethink feedback strategies. • 6. Build on learner successes. • 7. Assure assessment literacy.

34. AN INFORMATIVE ASSESSMENT N O PRE-ASSESSMENTS PERFORMANCE TASK POWER STANDARDS QUALITY ASSESSMENTS R SUMMATIVE, SELECTED RESPONSE T U V W X Y Z ANTICIPATORY GUIDES BIAS CLASSROOM ASSESSMENTS DIAGNOSTIC EXTENDED WRITTEN RESPONSE FORMATIVE, FORMAL G HIGH-STAKES TESTS INFORMAL J K L M

35. STIGGINS, 2008Based on his work: • 1. Balance assessments. • 2. Refine standards. • 3. Assure assessment quality. • 4. Turn learners into assessors. • 5. Rethink feedback strategies. • 6. Build on learner successes. • 7. Assure assessment literacy.

36. AN INFORMATIVE ASSESSMENT ANTICIPATORY GUIDES BIAS CLASSROOM ASSESSMENTS DIAGNOSTIC DESCRIPTIVE FEEDBACK EXTENDED WRITTEN RESPONSE EVALUATIVE FEEDBACK FORMATIVE, FORMAL G HIGH-STAKES TESTS INFORMAL J K L M N O PRE-ASSESSMENTS PERFORMANCE TASK POWER STANDARDS QUALITY ASSESSMENTS R SUMMATIVE, SELECTED RESPONSE SELF & PEER ASSESSMENT TRACK PROGRESS U V W X Y Z Need Both Types of Feedback

37. Feedback for LearningEducational Leadership ,70(1) This entire journal is dedicated to this subject, some snippets include: • Not just saying/writing “good work” but “do you remember when you couldn’t do this type of problem, what did you do to figure it out?” • Or you “worked hard,” you cited 18 authors in your report – “what strategies did you use to find so many authors?”

38. Feedback for LearningEducational Leadership ,70(1) • “Feedback says to a student, someone cared enough about my work to think about it.” • “When done right, feedback is likely the most effective tool educators have – less teaching and more feedback – or giving feedback is good teaching and the key to achieving greater learning (Wiggins, p.10).

39. Feedback for LearningEducational Leadership ,70(1) • Feedback is information about how we are doing in our efforts to reach a goal – (Wiggins, 2012). • Formative assessment is one way to provide that information. Good work – you have met 2/3 targets and the rate you are going the third one will be met very soon.

40. Dylan WiliamComments on formative assessments • http://www.youtube.com/watch?v=sivRtg04xrc

41. Online Stopwatch http://www.online-stopwatch.com/full-screen-stopwatch/

42. Three Musketeers • Put one hand in the air; • Find two other hands; form a triad • Each member will share their understanding concerning feedback • Then summarize ideas, rank ideas, and select the “top” contribution • Select contributions will be shared to the large group.

43. Online Stopwatch http://www.online-stopwatch.com/full-screen-stopwatch/ Using a grouping strategy: “spill the beans” 2/3 coordinator groups will be asked to contribute.

44. Three Musketeers • This metacognitive strategy utilizes three higher order thinking skills: • decision-making; • summarizing; and • ranking. Question: How to implement in your classroom? IIdeas?

45. STIGGINS, 2008Based on his work: • 1. Balance assessments. • 2. Refine standards. • 3. Assure assessment quality. • 4. Turn learners into assessors. • 5. Rethink feedback strategies. • 6. Build on learner successes. • 7. Assure assessment literacy.

46. Robert J. Marzano, PhD • Major reviews of the research on the effects of classroom assessmentindicate that it might be one of the most powerful tools in a teacher’s toolbox. This is what highly effective teachers do. (Marzano) • Marzano (2001) asserts that students who can identify what they are learning significantly outscore those that cannot. • As evidence…

47. Marzano When teachers know and do more, students learn more!

48. Think-Pair-Share 2nd clip – puppy going down TTYPA…. Turn To Your Partner anddiscuss what does this really mean? What is my take away from this? TTAA…Turn To Another and…

49. Recent Research Readings • Performers can only adjust their performance successfully if the information fed back to them is stable, accurate, and trustworthy. (Wiggins) • With a clear goal in mind, students are more likely to actively seek and listen to feedback. (Hattie) • Feedback cannot be left hanging; it cannot work if students don’t have an immediate opportunity to use it. (Brookhart)

50. Recent Research Readings • Tip: always add a mental colon after each statement of value. For example, good work: – you were more precise in your explanation in this paper than in the last (Wiggins). • Just as a thermostat adjusts room temperature, effective feedback helps maintain a supportive environment for learning (Wiliam). • Good feedback is targeted, specific and timely (Goodwin & Miller).