6 8 formative assessments march 11

Jennifer EvansAssistant Director ELASt. Clair County RESAEvans.jennifer@sccresa.orghttp://www.protopage.com/evans.jennifer

Formative Assessment

Article/Video Study

Vocabulary

•What is Formative Assessment?

•What is needed to support formative assessment practices in the Common Core State Standards?

•What are formative assessment classroom strategies in vocabulary?

•What are our next steps?

Learning Objectives:

https://www.youtube.com/watch?v=89frRi8GgGA (3 min. Brian Regan UPS video)

The research evidence suggests that when formative assessment practices are integrated into the minute-to-minute and day-by-day classroom activities of teachers, substantial increases in student achievement – of the order of a 70 – 80 percent increase in the speed of learning – are possible, even when outcomes are measured with externally-mandated standardized tests.

Currently, what formative assessments do you use to guide your instruction?

Although formative assessment and interim assessments could peacefully coexist with each serving its respective purpose, in the current NCLB context, the risk is great that interim assessments will prevent implementation of real formative assessment. Interim assessments are easier to install than classroom-based formative assessment practices. More significantly, when labeled as formative assessment, purchasing interim assessment data systems diverts attention and resources that might otherwise be directed toward professional development needed to implement formative assessment reforms.

Formative assessment is defined as assessment carried out during the instructional process for the purpose of improving teaching or learning (Shepard, Hammerness, Darling-Hammond, & Rust, 2005).

Similarly, OECD authors (2005) said that “Formative assessment refers to frequent, interactive assessments of student progress and understanding to identify learning needs and adjust teaching appropriately”

What makes formative assessment formative is that it is immediately used to make adjustments so as to form new learning.

•running records and miscue analysis, checklists, observation guides, look-fors, field notes, observations of learning

Observations

•conferences, surveys, interviewsConversations

•rubrics, exit tickets, checklists, reflections, peer conferences

Student Self-Evaluations

•student work, student notes, standardized assessment data, observation notes, input from others

Artifacts of Learning

http://www.journeytoexcellence.org.uk/videos/expertspeakers/formativeassessmentdylanwiliam.asp

•How much have students learned as of a particular point in time?

Assessment OF Learning (Summative):

•How can we use assessment to help students learn more?

Assessment FOR

Learning (Formative):

Crucial Distinction

1. Requires students to take responsibility for their own learning.

2. Communicates clear, specific learning goals.

3. Focuses on goals that represent valuable educational outcomes with applicability beyond the learning context.

4. Identifies the student’s current knowledge/skills and the necessary steps for reaching the desired goals.

5. Requires development of plans for attaining the desired goals.

6. Encourages students to self-monitor progress toward the learning goals.

7. Provides examples of learning goals including, when relevant, the specific grading criteria or rubrics that will be used to evaluate the student’s work.

8. Provides frequent assessment, including peer and student self-assessment and assessment embedded within learning activities.

9. Includes feedback that is non-evaluative, specific, timely, and related to the learning goals, and that provides opportunities for the student to revise and improve work products and deepen understandings.

10. Promotes metacognition and reflection by students on their work.

When implemented by master teachers, formative assessment practices further cognitive goals and at the same time draw students into participation in learning for its own sake.

m.socrative.com

Join room 980994

Type response to question:

What did you find was the most valuable piece of information for you in the article?

Introduction to http://letsgeddit.com/

for formative assessment

Our Assessment Future:Comparing Assessment of and for Learning

R. Stiggins video clip

Assessment for Learning Assessment of Learning

Distinctionbetween Assessmentsystems

Focus of assessment on State Standard

Teacher’s Role

Student’s Role

Student motivation

Watch the video(s) and identify the formative assessment you see …

https://www.teachingchannel.org/videos/reading-workshop-overview (Rick’s Reading Workshop Overview 5:00)

https://www.teachingchannel.org/videos/theories-of-character (Rick’s Reading Workshop mini-lesson 6:49)

Table Discussion:

As a table, discuss the big ideas about formative assessment practices based on your notes from the website, article and video clip(s).

Choose one big idea about formative assessment practices that is a need of yours, your grade level or building to share with the whole group.

Whole Group Sharing:

Classroom practices must get students on academic “winning streaks” and keep them there.

Six specific strategies applied in this order can help with this:

1. • Provide learners with student-friendly versions of the achievement targets from the very

beginning of instruction.

2. • Accompany those expectations with samples of student work that reveal to students,

from the beginning of the learning, what their work will look like as it improves.

3. • Provide students with continuous access to descriptive feedback, that is, with feedback

showing them how to do better the next time.

4. • Teach students to self assess so they can begin to generate their own descriptive

feedback.

5. • Help students learn to improve their work one key attribute of success at a time.

6. • Teach students to reflect on changes (improvements) in the quality of their work and

why those improvements have happened.

• Reading Anchor Standard 4: CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

• CCRA.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

• CCRA.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

• CCRA.L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Vocabulary instruction in the era of the CCSS needs to be more systematic, intensive,

and efficient than it has

been to date.

•Words needed to fully comprehend the text

•Words likely to appear in future texts from any discipline

•Words that are part of a word family or semantic network

Three General

Criteria for determining

which words to

choose for intensive teaching:

1. concrete words

2. words with single meanings

3. words reflecting meaning or shades of meaning that are likely

already part of the students’ experiences

Teach at the Moment of encounter

1. words that are abstract

2. Words with multiple meanings

3. Words reflecting meanings or shades of meaning that are likely

not part of the students’ experiences

Ideally taught in context andReinforced after; more Elaborate and time-consuming

http://www.smekenseducation.com/increase-test-success-with-academic-vocabulary.html Smekens testing vocabulary website

https://www.youtube.com/watch?v=Gl4SmMxzOks You tube testing vocab.

http://www.eup.k12.mi.us/domain/27 6-step Marzano (UP website)

http://notebook.lausd.net/portal/page?_pageid=33,1170728,33_1274064&_dad=ptlLAUSD OCISS CCSS Marzano grade level word lists

Effective research-based techniques that can be used with all texts, but especially the complex texts called for by the CCSS (Marzano/Archer –Explicit Instruction)

• Dinah Zike

• https://www.pinterest.com/lauren058/foldablesflip-book-ideas/

Flip Book

•Making Choices: If any of the things I say might be examples of people clutching something say “Clutching.” If not, don’t say anything.

•Holding on tightly to a purse

•Holding a fistful of money

•Softly petting a cat’s fur

•Holding on to branches when climbing a tree

•Blowing bubbles and trying to catch them

Bringing Words to Life

• http://www.learningunlimitedllc.com/2013/02/20-digital-tools-for-vocabulary/ (21 Digital Tools for Learning Vocabulary)

21 Digital Tools

https://www.teachingchannel.org/videos/making-vocabulary-lesson-interactive (4 min 7th

grade activity)

Time for Planning ?

1. Increase assessment

knowledge as it relates to the CCSS

2. Create samples/

lists/tools of formative

assessments

3. Develop teacher

reflection PD on formative

assessment use

4. Online Learning about

formative assessments

CCSS Vocabulary

Planning