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Supporting Powerful Formative Assessment

Supporting Powerful Formative Assessment

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Supporting Powerful Formative Assessment

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  1. Supporting Powerful Formative Assessment Jeanette Grisham Adrienne Somera NWESD

  2. Introductions

  3. Develop an operational definition of formative assessment Understand the 5 key strategiesfor effective formative assessment Implement formative assessment strategies and techniquesin your classroom

  4. Community Norms Our Collective Commitments

  5. Capturing our thinking…

  6. Formative or Summative? Sort the vignettes and post your choices on the poster

  7. What was your A Ha ?

  8. Capturing our thinking…

  9. What is the research behind formative assessment?

  10. 20 years of research has found that when classrooms regularly engaged in effective formative assessment... • Students make significant learning gains – especially lower achieving students • Teachers tend to be more reflective about their practice and more in touch with their students’ learning • The process can improve student achievement more than other learning interventions including one-on-one tutoring, reduced class size or cooperative learning Black and Wiliam (1998) and others (e.g., Shepard et al., 2005)

  11. Source: Siobhan Leahy & Dylan Wiliam (2009). From teachers to schools: scaling up professional development for formative assessment “… across a range of different school subjects, in different countries, and for learners of different ages, the use of formative assessment appears to be associated with considerable improvements in the rate of learning.”

  12. Break

  13. Formative assessment Summative assessment

  14. Assessment for Learning

  15. Process not Product Progressing toward a standard not meeting a standard Involves students not reporting about students Occurs during the learning not after the learning

  16. Operational Definition

  17. Assessment for learning happens while learning is still underway. These are the assessments that we conduct throughout teaching and learning to diagnose student needs, plan our next steps in instruction, provide students with feedback they can use to improve the quality of their work, and help students see and feel in control of their journey to success. -Rick Stiggins

  18. Practice in a classroom is formative to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers, to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the evidence that was elicited. ~Black and Wiliam

  19. Capturing our thinking…

  20. Formative Assessment Five Key Strategies

  21. What is the difference between strategies and techniques?

  22. Sharing Learning Expectations

  23. Know what kinds of learning expectations are represented in the curriculum Master the targets ourselves Make learning expectations clear to students Sharing Learning Expectations

  24. How do we make the target clear?

  25. Strong and weak examples

  26. Student Friendly Language I can explain that erosion is happening when material is removed from the environment, and I can correctly identify examples of erosion.

  27. Learning Goals “What I Learned” Performance Goals “What I Did” Different types of expectations

  28. Students given learning goals perform significantly better than students who are given performance goals. Black and William, 1998; Sheppard, 2001

  29. Try it • On your sentence strip; write the standard as a student friendly learning expectation • Once you have written your expectation, find the other people in the room who have the same standards and compare

  30. Try your own: • Begin with state standards • Clarify learning expectation for yourself • Communicate the learning expectation using student friendly language

  31. How do we share targets with students?

  32. Some misconceptions… Misconception #1: Informing the students of the learning target by telling them what it is or by writing it on the board is sufficient. Misconception #2: Simply sharing a rubric with students will ensure they understand the criteria for success.

  33. TechniquesFor Sharing Learning Expectations DylanWiliam Washington Educational Research Association workshop June 2009

  34. Lunch! Back at 1:00

  35. Progressing Toward a Standard

  36. A Learning Progression Model: Learning Progression: A learning progression is a sequenced set of subskills and enabling knowledge that, it is believed, students must master en route to mastering a more remote curricular aim. (Popham 2008)

  37. Learning Progressions: What it is and what it isn’t……

  38. Zoom in on learning progression

  39. Developing a Learning Progression

  40. Let’s Get Started!

  41. So what does a learning progression look like?

  42. enabling knowledge or subskill target enabling knowledge or subskill enabling knowledge or subskill enabling knowledge or subskill enabling knowledge or subskill formative assessment for learning formative assessment for learning formative assessment for learning formative assessment for learning

  43. Insects have unique structures, behaviors, and basic needs. They are all related, yet have lots of variations and complex life cycles. Science Learning Progression Insects have characteristics that help them survive in a wide variety of places. Given a list of insect features, students are able to identify how each helps the insect survive. Insects show similarities and differences in their life cycle. Students can identify the differences between complete and incomplete metamorphic life cycles. Insects go through changes in their life cycle. Students can correctly sequence an insect’s metamorphic changes within its life cycle. Insects share some common features, yet vary in other way. Students can complete a T-chart comparing and contrasting a list of features. All Insects have characteristics that perform certain functions. Given a list of structures, students can match their associated functions.

  44. Formative or Summative? Sort the vignettes and post your choices on the poster

  45. Exit Cards • I used to think… • Now I think… • I am still wondering…

  46. Supporting Powerful Formative Assessment: Day 2 Please sit in new groups and introduce yourselves to each other

  47. Review Exit Cards • I used to think… • Now I think… • I am still wondering…

  48. How are you feeling? Any burning issues?

  49. Remember…