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Formative Assessment Classroom Techniques (FACTS)

Formative Assessment Classroom Techniques (FACTS)

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Formative Assessment Classroom Techniques (FACTS)

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  1. Formative Assessment Classroom Techniques (FACTS) Based on Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning by Page Keeley September 2008 karen.kidwell@education.ky.gov

  2. Learning Targets • Discuss Formative Assessment and its role in increasing student achievement/motivation • Learn/review/practice a variety of FACTs (Formative Assessment Classroom Techniques) that can be used in the social studies classroom

  3. …formative assessment… refers to any number of ways that we can uncover student ideas/knowledge about concepts important to the unit being taught (diagnostic) in order to adjust our instruction to the needs of the students; collecting evidence of understanding in order to focus teaching and learning

  4. A FA on A for L ! Assessment FOR learning • involves teachers providing descriptive rather than evaluative feedback to students • involves teachers assessing frequently and using the results to plan next steps in instruction • involves reporting to others about students’ achievement status at a certain point in time • both 1 and 2

  5. Which of the following is NOT considered a key strategy for improving student learning/achievement: • Sharing learning targets/intentions with students • Providing evaluative/quantitative feedback • Engaging students in self assessment • Facilitating focused discussions, questions, learning activities • Utilizing peer assessment strategies

  6. Based on evidence/research, “It’s not the difference in curricula, it’s the difference in teaching that really impacts student achievement.” • true • false

  7. Descriptive and specific feedback should be provided to students • by the teacher • by other students • by both the teacher and other students

  8. According to research, which of the following contributes most to student improvement • providing assessment scores to students • providing comments/feedback to students about their work • providing both scores and comments/feedback to students about their work

  9. FACTs have implications for both teaching and learning • Selecting specific FACTs can improve teaching by providing a ‘template’ for a new pedagogical practice • Not every FACT is appropriate for every class/teacher • Research into [science] teaching and learning reveals that far too little time is devoted to ‘sense-making’; FACTs can provide a ‘structure’ for doing that • Don’t GRADE FACTs; use them to provide feedback and open lines of discussion for further thinking

  10. A good idea – poorly implemented – is a bad idea (Ainsworth &Viegut, 2006)

  11. Individual Rights v Common Good • Form a circle • Listen to the statement • Think…do you agree or disagree? • Agree—move to center; Disagree—stay on the outside; Discuss in groups • Is your position still the same?

  12. #1: Agreement Circles • Activate student thinking • Are active/kinesthetic • Safely engage students in civil discourse • Uncover student ideas/preconceptions/conceptions • Can be used throughout a unit

  13. How are individual rights protected? • Think about the question • In your head, compose some sentences/statements that answer the question • When the paper comes to you, read the other statements and add something new

  14. #2: Chain Notes • Provides an opportunity to examine others’ thinking • Encourages synthesis and evaluation over recall • Allows various levels of entry points • Best for checking for understanding after students have had some opportunities to learn and explore the concept

  15. Powers of the Individual Branches of Government • Work with one other person to sort the functions performed into the 3 categories on the colored paper. • Discuss why you sorted the way that you did. • Walk around to other tables and observe how they sorted.

  16. #3: Card Sort • Put choices on strips of paper or cards • Work in teams of two—emphasize the reasoning/explaining component of the sorting decisions • Can be used throughout a unit

  17. Freedom of Speech? • Which child do you agree with? • Why? (Handout) *created at Thinkfinity.org using ‘comic creator’

  18. #4: Concept Cartoons • Promote thinking and discussion • Often allow for the surfacing of common misconceptions—diagnostic • Work well in both small groups and whole class • Can use ‘blank’ bubbles and allow students to fill them in then have other students interact with them • *Not all Concept Cartoons have a ‘right answer.’

  19. 2008 Presidential Candidates Debate Data (for 2007 only) From: Dec 2007, Political Arithmetik

  20. Which match the data? • The Democrats received more debate time in 2007. • The debate moderators showed preference to some candidates. • The questions were longer in the republican debates, leaving less time per candidate to respond. • There are more republican candidates than democratic candidates.

  21. #5: Data Match • Use evidence to draw conclusions • Helps teachers determine how well students understand the role and significance of data • Quantitative or qualitative data can be used • Students should record their answers independently, then engage in discussion in small groups or whole group

  22. Rights • Use each letter of the word ‘RIGHTS’ to begin a sentence or statement about the concept.

  23. #6: First Word-Last Word • Variation of acrostics • Used to activate student thinking about a concept or topic • First Word – at beginning of unit – to uncover student ideas • Last Word – after learning experiences – to allow comparison of ideas/growth and depth of understanding

  24. You Be the Judge Issue an ‘evidence’ supported opinion for each of the statements below. • It is legal for public businesses to deny service to customers based on their race. • It is legal for a principal to search a school locker. • Principals have editorial control over school newspapers. • It is acceptable for schools to be racially segregated.

  25. #7: Justified True or False Statements (or “You Be the Judge”) • Examine claims or statements • Use evidence from data, prior knowledge, or other sources to analyze their validity (support) • Can be used individually or in groups • Can be used throughout a unit

  26. Government Provide evidence or justification for your answer.

  27. #8: Commit and Toss • Engaging way to get a ‘snapshot’ of ideas/explanations that are prevalent in the class • Anonymous for students—safe environment to ‘try out’ their ideas/thinking • Use with a ‘forced-choice’ (multiple choice) item that requires an explanation/reasoning for selection • Can be used throughout a unit • Can also be “Commit and Pass”*

  28. Take Home Messages • Activating prior knowledge and instituting self-assessment are two research based strategies shown to significantly impact achievement (+22%ile and +24%ile respectively). • “Understanding” requires application and explanation. • Effective teachers constantly monitor for engagement—and when they know that students are not engaged, they do something to change it. • Start small—pick just a couple of new strategies to implement.