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Today’s Training Topic: Formative Assessment. On the index card write: your name grade level(s) taught your favorite subject/content to teach two things you hope to learn from this training. Formative Assessment. Background and Basics. spandil@esu3.org. Seinfeld Teaches History.
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Today’s Training Topic: Formative Assessment • On the index card write: • your name • grade level(s) taught • your favorite subject/content to teach • two things you hope to learn from this training
Formative Assessment Background and Basics spandil@esu3.org
Seinfeld Teaches History http://cooperativelearning.nuvvo.com/lesson/9592-seinfeld-teaches-history Video Segment Discussion • Is this a “student-friendly” classroom? Why or why not? • Did this teacher employ any formative assessment strategies? If so, what formative assessment strategies did he use? • What other strategies (formative assessment or instructional) could he have employed?
Research Related to Formative Assessment • Increase in meta-cognitive skills • Increase in motivation • Increase in self-efficacy • Increase in learning • Decrease in the achievement gap
Formative Assessment and Communications What does it sound like? • Highly interactive—consider using the 20/80 rule • “The Sound of Silence” because it involves a lot of active listening and thinking • Questions that invite reflection • Feedback that is specific, relevant, and grounded in evidence
Exit Pass As a result of today’s workshop, how has my understanding of formative assessment changed? 1. 2. 3.
Definition of Formative Assessment Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve intended instructional outcomes (CCSSO FAST SCASS, 2006).
Formative Assessment • Help teachers make adjustments that will help ensure students achieve, standard-based learning goals within a set time frame, as soon as they see the understanding of the students. • Four main points for formative assessment according to research, which include questioning, feedback through grading, peer- and self-assessment, and formative use of summative test.
Questioning • Preparing questions allows an opportunity for deeper thinking and provides teachers with significant insight into degree of understanding. • Helping students ask better questions is another aspect of this formative assessment strategy. • “Wait time” has to be increased to several seconds to give the students time to think and everyone should be expected to contribute to discussion. • Follow-up activities have to be rich, in that they create opportunities to extend and apply students’ understanding.
Feedback Through Grading One of the key concepts of engaging students in the assessment of their own learning is providing them with descriptive feedback as they learn. Written tasks, alongside oral questioning, should encourage students to develop and show understanding of the key features of what they have learned. Comments should identify what has been done well and what still needs improvement and give guidance on how to make that improvement. Opportunities for students to respond to comments should be planned as part of the overall learning process.
Peer- and Self-Assessment Students need to be involved both as assessors of their own learning and as resources to other students. Students should be taught the habits and skills of collaboration in peer assessment, both because of intrinsic value and because peer assessment can help develop the objectivity required for effective self-assessment. Students should be encouraged to keep in mind the learning targets of their work and assess their own progress toward meeting these targets as they proceed. Then they will be able to guide their own work and become independent learners.
Formative use of Summative Test When a comprehensive assessment program at the classroom level balances formative and summative student learning/achievement information, a clear picture emerges of where a student is relative to learning targets and standards. Students can be engaged in a reflective review of their work to enable them to plan their revision effectively. Students can be encouraged to ask questions and mark answers so as to gain an understanding of the assessment process and further refine their efforts for improvement. Students should be encouraged through peer and self assessment to apply criteria to help them understand how their work might be improved.
Thumps Up or Thumbs DownIs this Formative? A high-school biology teacher frequently reads aloud a prepared biology-related statement, then asks students to hold their hands under their chins and signify whether the statement is true or false by showing a “thumbs-up” for true or a “thumbs-down” for false. Depending on the number of students who respond incorrectly the teacher may have students present arguments for both sides, he may pair students and ask them to discuss the concept further, or he may decide that he needs to present the same concept using a different representation or instructional approach.
Classroom Vignettes • Review the classroom vignettes. • Determine whether or not each is an example of formative assessment. • Highlight and discuss the formative assessment strategies used by the instructor in the vignettes. How could the teacher(s) make formative assessment more effective? • Discuss strategies with your table group. • When would you use the strategy? • When would you not use the strategy?
How much FORMATIVE assessment do you currently do in your day-to-day classroom operations?
Instruction-Assessment Connection Assessment strategies…address three factors that influence student motivation to learn (Marzano, 1992). Students are more likely to put forth the required effort when there is: * Task clarity—when they clearly understand the learning goal and know how teachers will evaluate their learning. * Relevance—when they think the learning goals and assessments are meaningful and worth learning. * Potential for success—when they believe they can successfully learn and meet the evaluative expectations. McTighe, Jay and O’Connor, Ken .“Seven Practices for Effective Learning” Educational Leadership, November, 2005; pp 17. ASCD.
Science Assessment Probes Students must justify their answer choice with evidence from the data, text, or other resources. What’s in the bubbles that you see when water reaches the boiling point?
Dad: They are bubbles of heat. Calvin: The bubbles are filled with air. Granny: The bubbles are an invisible form of water. Mom: The bubbles are empty. There is nothing inside them. Lucy: The bubbles contain oxygen and hydrogen that separated from the water. Which explanation is correct? Be ready to defend your answer.
Missed Conception “When an object is at rest, there are no forces acting on it.” • Why do you think some people have this idea about motion and forces? • Did you ever have this misconception? What helped you to understand that even though an object is a rest there are still forces at work on that object? • What things could you do to help someone understand the scientific explanation ?
Experience Reflection- Meaningful Learning Tasks Consider: http://www.wordle.net/ As you make table group introductions, discuss: What strategies would you use to engage your learners and make learning more meaningful?
5-Minute Strategies • G-SPRITE (Slide 31) • Be Funny (Slide 32) • Connect to Today (Slide 33) • Mini-Drama (Slide 34) • Time liner (Slide 35) • Mental Geo Maps (Slide 36) • Letter to the Principal (Slide 37) • Mind Map (Slide 38) • Meet the Teacher (Slide 39) • Mini-Debate (Slide 40) • Rock, Paper, Scissors (Slide 41) • Trio Trading Cards (Slide 42) • My Tips to the Teacher (Slide 43) • Back to Back Boards (Slide 44) • 5, 4, 3, 2, 1 (Slide 45) • Learning Outcome (Slide 46) • Art History (Slide 47 ) • Note-taking Specialist (Slide 48) • Trio Rap (Slide 49) • PSI (Slide 50 • Cards Trick (Slide 51) • Exit Pass (Slide 52)) • Good Questions (Slide 8) • Three Minute Writing (Slide 9) • Draw Two Names (Slide 10) • Chapter Skim (Slide 11) • Pair Share (Slide 12) • Simon Says for Big Kids (Slide 13) • Big Idea (Slide 14) • Cause/Effect (Slide 15) • History Dice (Slide 16) • My Learning (Slide 19) • It Never Happened (Slide 18) • Fogginess (Slide 19) • Retelling (Slide 20) • Differing Perspectives (Slide 21) • Key Concepts (Slide 22) • Newspaper Headline (Slide 23) • Thought Bubble (Slide 24) • Chalkboard Champs (Slide 25) • Test Questions (Slide 26) • Historical Cartoons (Slide 27) • Biography (Slide 28) • Am I a Ten (Slide 29) • Clio’s History Box (Slide 30 )
Formative Assessment Collection Process Using the resources discussed, you will become the expert of one formative assessment strategy which you will teach to your table mates. You will also share how and why you would use the strategy with your students. Table mates will learn each of the strategies for your table to the extent that they will be able to teach them to other groups. After each table has “learned” their table’s strategies, half of the members will stay at their own table while the rest of the group will stray to other tables to learn their strategies. Members will continue to stray until they have collected strategies from each table to take back and teach to their table mates. Stay and Stray Method
It is not what you cover, but what your studentsdiscover.
We learn not so much from our experience, but from our reflection on our experience…
W.I.K.I. What I Know Is… • What are formative assessments? How are they different from other forms of assessment? • There are various types of formative assessments to implement in different situations in my classroom.
