FAME: Formative

Assessment for Michigan Educators

A speed dating version!

FAME: Formative Assessment for Michigan Educators

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Goal: Working collaboratively educators will learn, implement, and reflect on the formative assessment process to guide student learning and teachers’ instructional practices.

FAME: Project Numbers

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Coaches 35 100

Learning Teams 23 65

08 - 0909 – 10 10 - 11

New

Ret

63 32

62 32

New

11 - 12

61

60

Ret

61

55

*5 Returning FAME Leads and 5 New FAME Leads

12 - 13

New

Ret

64 96*

63 83

School Year

FAME: Coaches and Teams

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Describe your current thinking about formative

assessment

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Please complete all of Part 1 of the Self-Assessment.

Teaching and Learning Cycle

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Balanced Assessment System

• Summative Assessment (Assessment of Learning)

• Interim/Benchmark Assessment

• Formative Classroom Assessment (Assessment for Learning)

All parts work together and are equally important

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Summative Interim/Benchmark Formative

Key Question

Did the students learn what they

should have?

Is the class/student on

track for proficiency?

What comes next in the student’s

learning?

When Asked End of unit/ term/year

Multiple times per year

Ongoing in the classroom

Use of Results

After instruction ends

(curriculum & instructional

leaders)

Between instructional cycles(instructional leaders

& teachers)

During Instruction (teachers & students)

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Adapted from R. J. Marzano & J.S. Kendall. (1996). A comprehensive guide to designing a standards-based district, school, or classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

What do assessments tell us?

Information on individualstudent learning

NationalAssessments

State Assessments

District Assessments

Classroom Assessments

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“If we wish to maximize student achievement in the U.S., we must pay greater attention to the improvement of classroom assessment.

Both assessment of learning and assessment for learning are essential. But one is currently in place, and the other is not.”Rick Stiggins, 2002

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Improving Classroom Assessment

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Requires:

A shift in thinking from something we do TO students to something we do WITH and FOR students.

CCSSO Definition of Formative Assessment

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.

FAST/SCASS Austin, Texas October 2006

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Components and Indicators

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Component 1—Planning

“A Planned Process: Formative assessment involves a series of carefully considered, distinguishable acts on the part of teachers or students, or both.”— W. James Popham, 2008

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Essential Question #1

What do I need to stay mindful of when implementing formative assessment?

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• Learning Target Use

• Student Evidence

• Formative Assessment

Strategies

• Formative Assessment Tools17

Implementing FA: Components 2, 3, 4, & 5

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Component 2 - Learning Target Use

Learning targets are defined in this guide as student outcomes or goals that are defined in student-friendly language and are easily usable by students and teachers.

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Learning Target Use

How do we make the learning targets clear and accessible for students?

• Setting broad criteria with

students

• Using exemplars

• Building formative assessment

strategies and tools to include

learning targets

• Self Assess, Set Goals, Provide

Feedback

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Component 3—Student Evidence

“[It is therefore apparent that] different assessments serve a variety of users and uses, centering on achievement defined at a variety of levels, and requiring a variety of kinds of assessment information delivered at different times. All resulting information must be accurate and used effectively.”- Rick Stiggins and Judith Arter, 2004

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Keys to Using Student Evidence

• Students have multiple opportunities to demonstrate their knowledge.

• Students have varied opportunities to demonstrate their knowledge.

• Student evidence is analyzed based on the assessment type used.

• Formative assessment tools are used as student evidence.

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Component 4 – FA Strategies

Formative assessment strategies must be used in relation to learning targets.

page 33

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Formative Assessment Strategies

• Activating prior knowledge • Goal setting• Feedback use• Self-assessment• Peer assessment

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Component 5 – FA Tools

• Tools are what students interact with to demonstrate thinking in deeper ways

• They are driven by the formative assessment strategy

• Tools are sometimes called techniques

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FA Tools Exit Slips Feedback Cards Chalk Talks ABC Summaries No Opt Outs Geometric Shapes Muddiest Point Quizes Stoplights

FA Tools

“…strategies illustrate the strong connection between formative assessment and research on learning. We must keep in mind, however, that educators will not achieve the benefits of formative assessment for learning simply by implementing a string of promising techniques [tools] or by using them mechanistically.”

— Lorrie Shepard, 2005

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Essential Question #2

What do I need to stay mindful of when using formative assessment evidence?

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• Student and Teacher Analysis

• Formative Feedback

• Instructional Decisions

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Using FA: Components 6, 7, & 8

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Component 6 – Student and Teacher Analysis

The purpose of analyzing student evidence is primarily to figure out next steps—often in terms of providing feedback to students and making adjustments to instruction and learning.

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Chapter 7—Formative Feedback

“Formative feedback is actionable…”

— W. James Popham, 2008

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Formative Feedback

Feedback needs to be specific, aligned to criteria or learning targets, and in reference to students’ current levels of achievement.

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Formative FeedbackWhat Formative Feedback

Is

In relation to learning targets

Identifies strengths and areas for growth

Timely—can be immediately used to improve progress

Descriptive—specific, in the form of questions

What Formative Feedback is Not

General comment

Edits of mistakes

Provided after learning is over—at the end

Coded—grades, scores, checkmarks, judgments

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Chapter 8 – Instructional Decisions

Teacher Analysis Leads to Instructional Decisions

The Formative Assessment Process gives you immediate data for making informed decisions about what to do next with instruction.

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Components and Indicators

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S 2

Reflection: In Three Words

“The Home Skillet Biscuits”- Learning TeamLivonia Public Schools

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