formative assessment: a key professional skill margaret heritage, cresst/ucla colleen anderson, iowa...

Formative Assessment: Formative Assessment: A Key Professional SkillA Key Professional Skill

Margaret HeritageMargaret Heritage, CRESST/UCLA, CRESST/UCLAColleen AndersonColleen Anderson, Iowa, Iowa

Gil DowneyGil Downey, Illinois, IllinoisDebra HawkinsDebra Hawkins, Washington , Washington

Sarah McManusSarah McManus, North Carolina, North Carolina

SCEE WebinarSCEE WebinarDecember 9, 2010December 9, 2010

Thank You to the FAST SCASS!

• Members and the advisor to CCSSO’s Formative Assessment for Students and Teachers State Collaborative on Assessments and Student Standards are serving as presenters for this webinar

Presenters

• Margaret Heritage, Assistant Director for Professional Development at the National Center for Research on Evaluation, Standards and Student Testing (CRESST), and advisor to CCSSO’s FAST SCASS

• Colleen Anderson, Consultant, Bureau of Teaching and Learning Services, Iowa Department of Education

Presenters, continued

• Gil Downey, Math and Science Specialist, Illinois State Board of Education

• Debra Hawkins, Director, Classroom Assessment Integration, Washington Department of Public Instruction

• Sarah McManus, Section Chief, Testing Policy & Operations, North Carolina Department of Public Instruction

AgendaAgenda

2:00-2:10 pm Welcome, Introductions, and Logistics

2:10-2:20 pm Formative Assessment: A Key Professional Skill

2:20-2:30 pm Knowledge and Skills for Formative Assessment (SCEE Standards Priority)

2:30-2:40 pm Q&A/comments from audience

2:40-2:55 pm How FAST States are Developing Teacher Knowledge and Skills for Formative Assessment (SCEE Professional Growth Priority)

2:55-3:05 pm Q&A/comments from audience

3:05-3:15 pm Formative Assessment and Teacher Evaluation (SCEE Evaluation Priority)

3:15-3:25 pm Q&A/comments from audience

3:25-3:30 pm   Next steps

3:30 pm         Thank you’s and adjourn

Webinar Logistics

• Participants will be muted; ask questions or make comments anytime using the chat function

• If you are a team lead, press *6 to mute or un-mute yourself

• Polls and video

FORMATIVE ASSESSMENT IN THE SCEE FRAMEWORK

FORMATIVE ASSESSMENT: A KEY PROFESSIONAL SKILL

An Effective EducatorAn Effective EducatorFormative Assessment is:• A KEY PROFESSIONAL SKILL

– part of effective planning– focuses on how students learn– central to classroom practice– affects learner motivation– encourages self-assessment

(ARG, 2002)

CCSSO FAST SCASS Definition (2006)CCSSO FAST SCASS Definition (2006)

Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.

PollPoll

KNOWLEDGE AND SKILLS FOR FORMATIVE ASSESSMENT

(SCEE’S Standards Priority)

Others AgreeOthers Agree

AFL is part of everyday practice by students, teachers, and peers that seeks, reflects upon, and responds to information from dialogue, demonstration, and observation in ways that enhance ongoing learning.

Third International Conference on Assessment for Learning (2009)

Research-Based PracticeResearch-Based Practice

• Formative assessment is a research-based practice

Distinctive roles and practices of both teachers and students in formative

assessment

Learner Teacher Formative Assessment

• Constructs understanding/develops skills based on prior knowledge

• Develops integrated knowledge structures (schema)

• Applies knowledge to new situations

• Uses metacognitive strategies

• Develops self-regulation skills

• Structures new experiences within the ZPD that build on previous “ripening” learning

• Engage students in interactions to enable learning

• Provides feedback

• Supports metacognitive activity and self-regulation

• Indicates actual and potential development (prospective)

• Integrated into instruction (assessment as teaching)

• Makes students’ thinking and skills visible

• Engages students in the process of assessment

• Engages students as resources for each other

Student

DailyWeekly

UnitQuarterly

Annually

Minute-by-minute

Formative AssessmentZPD

Student’s Current Learning Status

Learning GoalZPD

(GAP)

Outside the ZPD

Success Criteria

Shared with Students

Instruction

Formative Assessment

Self-assessment

Peer-assessment

Instructional Adjustment

Feedback

Learning Adjustments

PollPoll

GROWING EFFECTIVE EDUCATORS

(SCEE’S Professional Growth Priority)

Knowledge about the

structure of the discipline –a

cognitive road map

Knowledge about how

students learn – pedagogical

content knowledge

Understanding the learning of a concept or skill in advance of

instruction

Knowledge of likely outcomes of assessment to anticipate

different paths of action

Key Knowledge and SkillsKey Knowledge and Skills

Knowledge of barriers, difficulties,

challenges to student learning in

a discipline

Knowledge and Skills for Formative Knowledge and Skills for Formative AssessmentAssessment

Adapted from Bailey & Heritage, 2008

Adapting and Responding to Meet Learning Needs

Adapting and Responding to Meet Learning Needs

StudentsStudents

InstructionInstruction

FeedbackFeedbackIdentifying the gap

Identifying the gap

Interpretation of Evidence

Interpretation of Evidence

Formative Assessment

Strategy

Formative Assessment

Strategy

Pedagogical Content Knowledge

Pedagogical Content Knowledge

Formative Assessment Knowledge

Formative Assessment Knowledge

Content KnowledgeContent Knowledge

Creating the Condition

Teacher Knowledge and Skills

Pedagogical Content Knowledge

Content Knowledge

Knowledge and Skills for Formative Knowledge and Skills for Formative AssessmentAssessment

Adapted from Bailey & Heritage, 2008

Adapting and Responding to Meet Learning Needs

Adapting and Responding to Meet Learning Needs

StudentsStudents

InstructionInstruction

FeedbackFeedbackIdentifying the gap

Identifying the gap

Interpretation of Evidence

Interpretation of Evidence

Formative Assessment

Strategy

Formative Assessment

Strategy

Creating the Condition

Teacher Knowledge and Skills

Pedagogical Content Knowledge

Pedagogical Content Knowledge

Formative Assessment Knowledge

Formative Assessment Knowledge

Content KnowledgeContent Knowledge

Knowledge of MetacognitionKnowledge of Metacognition

Formative Assessment Knowledge Formative

Assessment Strategy

Interpretation of Evidence

Identifying the gap Feedback

Instruction

Students

Adapting and Responding to Meet Learning Needs

Creating the Conditions

Knowledge of Metacognition

Creating the ConditionsCreating the ConditionsClassroom Culture• Teachers and students share

responsibility for learning• Teachers model norms of

classroomSupportive, collaborative relationships

• Mutual trust among teachers and students

• Community of practice• All students make a

contribution

Classroom Management• Interaction among teachers

and students, students and students

• Setting and maintaining expectations and norms

• Organization of learning environment

• Flexible and responsive• Structuring differentiated

learning tasks and groups• Time management

Long-term Investment in TeachersLong-term Investment in Teachers

• Time• Support structures

(state, district, school)

• Resources• Commitment

Comments from FAST members Comments from FAST members

• How are you supporting your teachers as they gain skill in formative assessment?

• What programs have you been implementing?

Comments from FAST members Comments from FAST members

• Colleen Anderson, Iowa

• Gil Downey, Illinois

IowaIowa1. Legislation2. Internal Capacity3. Regional Capacity4. Classroom Teacher Capacity

A. Collaborative Learning Teams• 7 online modules

• PD materials

B. All State-wide PD Initiatives

Audience Reflections and Audience Reflections and Questions/CommentsQuestions/Comments

For example:

• What support did you need in your state to make this happen?

• What is on your “wish list”?

Evaluating Educator Effectiveness

(SCEE’s Evaluation Priority)

Comments from FAST members Comments from FAST members

How are your states supporting educators to develop the knowledge and skills for formative assessment practice?

Comments from FAST members Comments from FAST members

• Debra Hawkins, Washington• Sarah McManus, North Carolina

Formative Assessment and Teacher Evaluations

Dr. Sarah McManus

Section Chief, Testing Policy and Operations

Accountability Services Division

As outlined in the North Carolina Professional Teaching Standards, teachers must collect and analyze both summative and formative data.

•Available 24/7•One consistent message•Blended learning opportunities

•Reflective activities•Hands-on activities•Self-Assessment

•Collaboration through PLCs

Definition of Formative AssessmentFormative 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).

Click here to access NC FALCON

Formative Assessment Model

One way to address learning gaps is to provide students with feedback on where they are in their learning and how they can improve. This is important as outlined in the Professional Teaching Standards.

Formative Assessment Plan Example

Flash Interactive Components

Formative Assessment and North Carolina Standards for School Executives

Encouraging, monitoring, and evaluating formative assessment in the school will help administrators become more effective instructional leaders and meet the expectations outlined in North Carolina Executive Standard 2.

It is important for administrators to communicate about the use of formative assessment as part of the 21st century assessment system and expect its daily use.

Note the alignment with North Carolina Executive Standard 4.

http://center.ncsu.edu/falcon/

Sarah McManussmcmanus@dpi.state.nc.us

PollPoll

Audience Reflections & Questions/Comments

• Perhaps the audience will comment on how formative assessment is treated as core professional skill in your states?

• … as a component of teacher evaluation in your state?

Questions/Comments

From State Teams

Continue the Conversation

• SCEE Collaboration Site– www.ccsso.org/scee

• Online Chat?

PollPoll

Continue the Conversation

• SCEE Collaboration Site– www.ccsso.org/scee

• Online Chat?• Next webinar, January 11, 2:00-3:30 pm EST

(happy holidays!)– Topic: State roles and technical issues in teacher

evaluation

– Presenter: Laura Goe, ETS

mheritag@ucla.edu