formative assessments hertford county schools
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FORMATIVE ASSESSMENTSHertford County Schools
Before We Begin…
Visit: http://region1rttt.ncdpi.wikispaces.net/ Add the Region 1 wikispace to your favorites. Click “Region 1 Events” in the left menu. Click “Formative Assessments” to access the
interactive agenda for today. Click “Agenda”. Complete the Google Form “Who is in the
room?” on your interactive agenda.2
Housekeeping
• Virtual Parking Lot• Penzu.com• Reflection
Your input is essential and valued!
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Can We Agree?
Appreciation for one anotherExchange ideas freelyInfluence what we canOpportunity to reflectUnite in purpose
Learning Outcomes Understand the “big ideas” of
formative assessment. Obtain tools and strategies effective
use of formative assessment strategies to improve student learning.
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Six Step IntroductionWalk 6 steps to meet a new colleague:
Answer Question #1• You’ve been given access to a time machine. Where and
when would you travel to? Why?
Answer Question #2• If you could be any superhero and have super powers,
which one would you like to have and why?
Read the four vignettes located on your table.
Decide if the vignettes reflect valid examples of formative assessment based on your current knowledge.
Four Vignettes
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The What…“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.”
Council of Chief State School Officers, definition of formative assessment, 2008
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Burning Questions
JIGSAW ACTIVITY
Article:Formative Assessment: Improving Learning in Secondary Classrooms
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Burning Questions (Jigsaw)
GROUP 1:What are the
benefits of formative
assessment?11
Burning Questions (Jigsaw)
GROUP 2:What does formative
assessment involve in practice?
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Burning Questions (Jigsaw)
GROUP 3:What are the major
barriers to wider use of formative
assessments?13
Burning Questions (Jigsaw)
GROUP 3 How can policy
promote effective teaching and
assessment across systems?
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Burning Questions (Jigsaw)GROUP 4:
How can school leaders and
teachers address school-level
barriers?15
Burning Questions (Jigsaw)GROUP 5:
How to promote formative
assessment?
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Time to Share • Return to your group• Share what you learned from your article• Identify how you can use this information
to improve the use of formative assessment at your school.
• Share your thoughts with the entire group.
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What’s the difference between summative assessments and formative assessments?
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Monitoring along the wayWhere are we
starting?Where did we
end up?
Are we moving in the right direction?Are we going at the necessary pace?
Are we leaving anyone behind?
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Formative Assessment Model
Learning goals and criteria for
success should be clearly identified
and communicated to students. Learning goals and criteria for
success should be clearly identified
and communicated to students.
Teachers must identify/pre-plan the
instructional strategies that they will use
to collect the evidence of student
learning progress. Analysis of student
learning will help teachers to design
appropriate descriptive feedback to
move students forward.
Teachers must identify/pre-plan the
instructional strategies that they will use
to collect the evidence of student
learning progress. Analysis of student
learning will help teachers to design
appropriate descriptive feedback to
move students forward.
Students should be provided
with evidence-based feedback
that is linked to the intended
instructional outcomes and
criteria for success. Students should be provided
with evidence-based feedback
that is linked to the intended
instructional outcomes and
criteria for success.
If you don’t use them to make a difference in student learning, they’re summative.
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“For assessments to become an integral part of the instructional process, teachers need to change their approach in three important ways:1.They must use assessments as sources of information for both students and teachers, 2.They must follow assessments with high-quality corrective instruction, and 3.They must give students second chances to demonstrate success.”
Thomas R. Guskey, Ahead of the Curve (Solution Tree, 2007), p. 16
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My Favorite “No”• How does this strategy
allow for immediate re-teach or intervention?
• How does this approach of discussing what is correct and incorrect address both students' academic and psychosocial needs?
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https://www.teachingchannel.org/videos/class-warm-up-routine?fd=1
Museum Walk: Examples
Museum Walk
• Who does this strategy address?
• What grade level ?• How can this strategy be
used in the classroom?(What does it look like?)
• Walk and view other posters
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For Example
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Strategy: Fist to FiveAddresses: Individual Learning/wholeGrade Level/Subject: K-12 any subjectWhat does it look like? (Give an example from your classroom.)5 = Very Well4 = Well3 = Somewhat Well2 = Not Very Well1 = Need More Help0= Not At All
Feedback Cycle
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Good Feedback…• Identifies strong and weak aspects of
performance• Plays a part in shaping the student’s
response to a task• Is linked to assessment criteria and
expected outcomes• Makes sense to students
Paul Black, 2003
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You Know It’s Good When…• Your students learn—their work does
improve.• Your students become more motivated—
they believe they can learn, they want to learn, and they take more control over their own learning.
• Your classroom becomes a place where feedback, including constructive criticism, is valued and viewed as productive.
Paul Black, 2003
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Feedback Attributes• Timing• Amount• Mode• Audience• Focus• Comparison• Valence
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Feedback Theatre
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Amount
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Feedback Theatre
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Mode
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Feedback Theatre
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Audience
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Feedback Theatre
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Focus
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Feedback Theatre
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Comparison
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Feedback Theatre
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Valence
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Quality Feedback Criteria1. It must be timely.2. It must be specific.3. It must be understandable to the
receiver.4. It must allow the student to act on
the feedback (refine, revise, practice and retry).
(Wiggins, 1997)
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Formative Assessment Plan Identify a big idea or objective Identify the learning targets Identify the criteria for success Identify how you will collect evidence Discuss how you could document evidence
Collecting and Documenting Evidences
• Mental Notes – Giving special attention while listening to student
discourse with intent to remember and provide descriptive feedback.
• Symbolic Indicators – Record any symbol, understood by you and your
students, on your class roster that indicates where the student is in reaching the learning target.
Collecting and Documenting Evidences• Matrix
– A chart with names down the left side and the learning targets written across the top. As students reach each target, check it off or record short phrases to indicate where each student is in the learning process.
• Audio/Video Recordings – Live documented footage of what a student does and/or
says which indicates where they are in reaching the learning target. The advantage of this strategy is that growth can be documented at different intervals.
The more you do, the easier it gets...
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NC FALCONNC FALCONNorth Carolina’s Formative Assessment Learning Community’s Online Network
http://www.ncpublicschools.org/acre/falcon/http://www.ncpublicschools.org/accountability/educators/vision/formative
Session Evaluation
• Visit: http://region1rttt.ncdpi.wikispaces.net/
(Section N on your agenda.)
Your feedback is important to us!
Contact InformationAbbey Futrell, PD Consultant, Region 1 abbey.futrell@dpi.nc.gov (252) 227-0838
Beth Edwards, PD Consultant, Region 1elizabeth.edwards@dpi.nc.gov (252) 916-6842
Dianne Meiggs, PD Consultant, Region 1dianne.meiggs@dpi.nc.gov (252) 340-0113
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