1 / 68

Enhancing Learning Through Formative Assessment Techniques

Learn practical formative assessment strategies for everyday classroom use, focusing on setting clear learning targets, student-friendly goals, and success criteria. Develop rigorous formative assessments aligned with learning objectives.

praines
Download Presentation

Enhancing Learning Through Formative Assessment Techniques

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Formative Assessment Classroom Techniques (FACTs) Jacque Melin – GVSU www.formativedifferentiated.com melinj@gvsu.edu

  2. I can use routine formative assessments during my lessons everyday. • I can develop rigorous formative assessments. By the end of this workshop, you should be able to say…

  3. ____________________ • ____________________ • ____________________ • ____________________ • ____________________

  4. Visible Teaching University of Auckland University of Melbourne

  5. Influences on achievement? 0 Decreased Zero Enhanced

  6. Effect on achievement over time? typical effect size 0.4 1.0 Decreased Zero Enhanced

  7. The winners ...

  8. Formative and Summative Assessment A quick review

  9. Takes place WHILEtheteaching/learning is happening; • Coaching students to hit a series of learning targets; • Making students partners in their learning; • Descriptive feedback and part of instruction; • Assessment FORlearning. Formative Assessment

  10. Begin with clear learning targets

  11. Student friendly targets“I can…” statementsfor what we want students to KNOW and DO? • Statements of intended learning. • Statements that describe how we will know that we have learned it. • Should be posted, not just shared verbally.

  12. MATH • Decimals • Page 152 in the book • Going on a decimal hunt • Read decimals and put them in order • I can read decimals and put them in order. This means I can use the correct place value names and show the order of decimals based on their value. Subject Topic Assignment Activity Learning Target Learning Target What is a student friendly learning target? Learning Target With success criteria

  13. Help students TRACK their learning

  14. Christina Hank http://turnonyourbrain.wordpress.com/

  15. Name:______________________________________ Please color in the coin for each target when you think you have mastered this target. I can tell the value of each coin. I can write the amount of money using the cent symbol. I can name each coin. I can tell the value of a group of same coins. I can match sets of coins that have the same value. I can count coins of different values up to and above $1.00. I can solve addition story problems about bills and coin money. I can solve subtraction story problems about bills and coin money. I can compare coin money using the words, “more than, less than, and equal to.” I can explain why we need to use money. I can make decisions about when to use appropriate types of bills and coins. I can write the amount of money using the dollar sign and decimal point. I can relate the concept of money to real-world situations.

  16. A judgment, usually communicated by a grade or score, about how well students achieve the final learning targets; • Evaluative feedback and after instruction; • Assessment OF learning. Summative Assessment

  17. Informative Assessment Name: Date: Place: From Fogarty & Pete – Wildly Exciting, 2010

  18. Take Away Window:

  19. Think-Pair-Share

  20. Exit Cards

  21. Signaling

  22. Routine Assessments Use Everyday, All Day Unobtrusive

  23. Think-Pair-Share

  24. Alphabet Graffiti N O P Q R S T U V W X Y Z A B C D E F G H I J K L M From Fogarty & Pete – Wildly Exciting, 2010

  25. Each student picks a playing card. When the teacher asks a question or gives a problem, discuss it with your partner. The teacher will say something like, “all red cards stand” or “all Kings stand.” The teacher will pick someone who is standing to respond. Card Trick

  26. You and your partner each get a mini-white board and stand back-to-back. The teacher asks a question and you each answer on your board. When the teacher says “turn around” you show each other your answers and discuss. Dry-Erase Back to Back Boards

  27. Inside and outside circles of students face each other. Within each pair of facing students, students quiz each other with questions they have written or problems they have created. Outside circle moves to create new pairs. Repeat. Outside/Inside CircleOnion Circle

  28. Each table rolls a number cube Students at the table answer the question that corresponds to the number rolled Can be used for several days over the course of a topic of study On A Roll*

  29. Write a question someone should be able to answer after hearing this lesson. Explain the most important idea in the lesson in a way a first-grader could understand. Draw a picture that represents the main idea of the lesson. Tell which part you found to be the most confusing. If you were going to learn more about this topic, what would you choose to investigate. Write a headline for a newspaper article about today’s lesson. If you roll a:

  30. In response to a teacher prompt or question, students THINK, • Then PAIR (discuss with a partner), • And then SHARE ideas with the whole class – only those whose number is called (using the spinner) share. Spinner

  31. 1 2 8 3 7 4 6 5 SPIN

  32. 1 2 8 3 7 4 6 5 SPIN

  33. 1 2 8 3 7 4 6 5 SPIN

  34. 1 2 8 3 7 4 6 5 SPIN

  35. 1 2 8 3 7 4 6 5 SPIN

  36. 1 2 8 3 7 4 6 5 SPIN

  37. 1 2 8 3 7 4 6 5 SPIN

  38. 1 2 8 3 7 4 6 5 SPIN

  39. Routine Assessments Use Everyday, All Day Unobtrusive

  40. Exit Cards

  41. Name Answer: Exit Card Not at this time YES Rate yourself: 1 = high confidence 2 = medium confidence 3 = I’m not sure on this Would you help someone else learn this?

  42. Write down something from the lesson that they find confusing or difficult. • Collect responses and review, OR • Form small groups and ask students to share their “bumps” and seek clarification. Bump in the Road or Fogginess

  43. Write a short letter to the principal/parent telling him or her all of the ideas you have learned about this week. Letter to Principal/Parent

  44. Students list 3 new ideas 2 connections 1 question 1-sentence summary Most Valuable Points (MVP)* * Betsey Kennedy

  45. 3 Pointer • (3 New Things You Learned) • *_________________________________________________________________________________ • *_________________________________________________________________________________ • *_________________________________________________________________________________ • 2 Pointer • (2 Connections You Can Make) • *_________________________________________________________________________________ • *_________________________________________________________________________________ • Foul Shot • (What Question Do You Have?) • *_________________________________________________________________________________ * Betsey Kennedy

  46. Quick Write/Quick Draw Science Sequence/steps/cycles/processesScientific principlesContent-area vocabulary Math Steps in a process Social Studies Important events/turning points/conflictsElements of civilizationHighlights of an eraContent-area vocabulary ELA Character/key figures/attributesSetting/conflict/problems & solutionsBeginning, middle, endSymbols/themes From 25 Quick Formative Assessments for a Differentiated Classroom

More Related