(in)formative assessment redmond school district mentor institute facilitated by marsha benjamin...
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(IN)FORMATIVE ASSESSMENT
Redmond School DistrictMentor Institute
Facilitated byMarsha Benjamin Moyer
Are You… ASSESSMENT SAVVY?
Skilled in gathering accurate information about students learning?
Using it effectively to promote further learning?
Institute Objectives
Describe 3 types of assessments and identify the purpose of each (why)
Identify assessment targets (what)
Explain various methods of assessment (how)
Apply assessment information to current teaching experience
Understand the various reasons as to why Understand the various reasons as to why assessment is essential in teaching/learningassessment is essential in teaching/learning
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
WHEN DO YOU ASSESS?
Traditionally, teachers have assessed students at the end of an instructional unit or sequence
However, when assessment However, when assessment and instruction are interwoven, and instruction are interwoven,
both the students and the both the students and the teacher benefit teacher benefit
ASSESSMENT PROCESS
Summative Assessment
(Assessment OF Learning)
Pre – Assessment
Formative Assessment
(Assessment FOR Learning)
PRE-ASSESSMENT
The purpose of pre-assessment is to determine what students know about a topic before it is taught.
Pre-assessment will help the teacher determine flexible grouping patterns
and should be used regularly.
Pre-Assessment Strategies
Checklist Pre-test KWL Charts Graphic Organizers Pre-test Student Discussions Student
Demonstrations
Student Products Student Work Samples Show of hands/EPR
(Every Pupil Response) Standardized Test Data Teacher Observation Writing Prompts Writing Samples
FORMATIVE FORMATIVE ASSESSMENTASSESSMENT
Assessments FOR learning happens Assessments FOR learning happens while learning is still underwaywhile learning is still underway
These are assessments that: are conducted throughout teaching and
learning to diagnose student needs plan the next steps in instruction provide students with feedback they can use
to improve the quality of their work help students see and feel how they are in
control of their journey to success
FORMATIVE FORMATIVE ASSESSMENTASSESSMENT
This Type of Assessment
is NOT about accountability…
it is about GETTING GETTING BETTERBETTER!!!!
FORMATIVE FORMATIVE ASSESSMENTASSESSMENT
SevenSeven StrategiesStrategies
WHERE AM I GOING?
1. Provide a clear and understandable vision of the learning target
What Can Be Assessed?
Knowledge Mastery
Performance Skills
ReasoningProficiency
Ability to Create Products
ACHIEVEMENT TARGETSACHIEVEMENT TARGETS
FORMATIVE FORMATIVE ASSESSMENTASSESSMENT
SevenSeven StrategiesStrategies
WHERE AM I GOING?
2. Use examples and models of strong and weak work
FORMATIVE FORMATIVE ASSESSMENTASSESSMENT
SevenSeven StrategiesStrategies
WHERE AM I NOW?
3. Offer regular descriptive feedback.
4. Teach students to self-assess and set goals.
FORMATIVE FORMATIVE ASSESSMENTASSESSMENT
SevenSeven StrategiesStrategiesHOW CAN I CLOSE THE GAP?
5. Design lessons to focus on one aspect of quality at a time.
6. Teach students focused revision.
7. Engage students in self-reflection, and let them keep track of and
share their learning.
Formative Assessment Formative Assessment StrategiesStrategies
• Conference• Cooperative Learning
Activities• Demonstrations• Exit Card• Graphic Organizers• “I Learned” Statements• Interviews• Journal Entry• KWLs
• Learning Logs• Oral Attitude Surveys• Oral Presentations• Peer Evaluations Problem Solving
Activities• Products• Questioning• Quiz• Response Groups• Self-Evaluations
SUMMATIVE SUMMATIVE ASSESSMENTASSESSMENT
This type of assessment is a
successful end productend product
and/or the fulfilling of the pre-stated
objective
SUMMATIVE ASSESSMENT
A summative assessment/evaluation is designed to:
provide information make judgments about student achievement at
the end of a sequence of instruction, (e.g., final drafts/attempts, tests, exam, assignments, projects, performances)
It is a means to determine a student’s It is a means to determine a student’s mastery and understanding of information, mastery and understanding of information,
skills, concepts, or processes.skills, concepts, or processes.
Summative Assessment Summative Assessment StrategiesStrategies
Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review
The Assessment–Instruction Process
Summative Assessment
“making sure”
Pre – Assessment
“finding out”
Formative Assessment
“checking in” “feedback” “student involvement”
What types of Assessment Methods Can Be Used?
SelectedResponse
Performance Assessments
Extended WrittenResponse
PersonalCommunication
ASSESSMENT METHODSASSESSMENT METHODS
What types of Assessment Methods Can Be Used?
SelectedResponse
ASSESSMENT METHODSASSESSMENT METHODS
Students select
the correct/best
response from
a list provided
Multiple choice, true/false, matching,short answer, fill-in questions
What types of Assessment Methods Can Be Used?
Extended WrittenResponse
ASSESSMENT METHODSASSESSMENT METHODS
Students construct a written answer in response to a question or task
Compare …… Analyze…… Interpret….Solve a problem and explain work… Describe in detail…
What types of Assessment Methods Can Be Used?
Performance Assessments
ASSESSMENT METHODSASSESSMENT METHODS
Assessment is based on observing a performance/product
and making a judgment
Performances: *playing an instrument, *carrying out steps in
an experiment*speaking in a foreign language
*working productivelyin a group
Products:*term paper*lab report*work of art
What types of Assessment Methods Can Be Used?
PersonalCommunication
ASSESSMENT METHODSASSESSMENT METHODS
Determine what a student has learned through
personal interaction with them*Responding to journals/logs
*Asking questions during instruction
*Interviewing students in conferences
*Giving examinationsorally
Matching Assessment Targets and Methods
Knowledge Mastery
ReasoningProficiency
Skills
Ability toCreate Products
TargetsTargets Selected Response
Extended Written
Response
PerformanceAssessment
Personal Communication
Match the assessments at your table with the target and
method
Classroom Assessments
Some teachers Some teachers
talk about: talk about:
LEARNINGLEARNING GRADESGRADES
Can these co-exist peacefully? Should one receive emphasis over the other?
VERSUS
Based on evidence/research, “It’s not the difference in curricula, it’s the difference in teaching that really impacts student achievement.”
1. TRUE
2. FALSE
Descriptive and specific feedback should be provided to students
1. by the teacher
2. by other students
3. by both the teacher and other students
Descriptive and specific feedback should be provided to students
1. by the teacher
2. by other students
3. by both the teacher and other students
SOME FINAL THOUGHTS
Formative Assessment:Formative Assessment:
Refers to what happens on a daily basis in the classroom
Provides teachers with information about specific next instructional steps for students:
Assessment Drives Instruction.Assessment Drives Instruction.
Students know where they are at instructionally and where they need to go
On-going assessment provides continual feedback that helps students progress over time
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44
Human Scatterplot• Teachers create x- and y-axis on floor and
label each• Students place themselves on the graph
based on their own self-assessment• Can also be done with post-its instead of
people• Gives a quick snapshot of student thinking
and confidence students have in their level of understanding
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45
Four Corners• Used with challenging multiple choice
questions• Each corner of the classroom is labeled with
a letter, students move to the corner that matches their choice
• Discuss their choice with other students in the same corner
• One representative presents the ideas from their corner
• Students may change sides of the room after discussion
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46
Why didn’t Andrea go to the store?
She was embarrassed that she didn’t speak the language well.
The store was across a dangerous street.
She was nervous that she would run into Emilio.
She didn’t have enough money to buy anything.
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47
Commit and Toss• For brave teachers• Teacher gives students a question• Students write answer on paper, then
crumple it up• Students toss the paper balls to other
students• Teacher calls on students to talk about the
ideas on the papers they caught
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48
Agreement Circles*
• Teacher gives statement• Students agree/disagree (agree forms
inner circle/ disagree forms outer circle)• Inner and outer circles discuss the
statement• Activates thinking and encourages
academic debate
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49
Wipe Out!• Students list 3 things they learned• All students stand up• One student reads list, everyone
crosses off common ideas• Students sit down when all of their
ideas have been crossed off
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50
Traffic Light• Allows students to self-assess• Can be used at any point during
instruction• Colors indicate full, partial, or
minimal understanding
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51
Finish the Face• Combines summarizing with
metacognition• Students reflect on their learning and
confidence level• Easy to use for a quick sort of
students
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53
Problem What I Know
What I Need to Find Out
Solve and Label
Explain and Justify
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55
On A Roll*• Each table rolls a number cube• Students at the table answer the
question that corresponds to the number rolled
• Can be used for several days over the course of a topic of study
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56
First Word/ Last Word Poems*
• Students create acrostic poems with information they know about a topic
• First Word Acrostic Poems can be used to pre-assess student understanding
• Last Word Acrostic Poems are used to show what students have learned and understand
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57
EROSIONEROSIONEEats away at landRRain can cause erosionOOccasionally wind causes erosionSSteps can be taken to prevent erosion
including planting treesIIs also known as weatheringOOceans cause erosion that is easy to
seeNNever is matter lost, it’s just moved to a
new place
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58
Most Valuable Point (MVP)*
• Can be used as Ticket-Out-The-Door• Students list
– 3 new ideas – 2 connections – 1 question – 1-sentence summary
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59
3 Pointer (3 New Things You Learned)
*_________________________________________________________________________________*_________________________________________________________________________________*_________________________________________________________________________________
2 Pointer (2 Connections You Can Make)
*_________________________________________________________________________________*_________________________________________________________________________________
Foul Shot (What Question Do You Have?)
*_________________________________________________________________________________
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