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What is Formative Assessment?

Formative assessment is a PROCESS used by teachers and students DURING instruction that provides FEEEDBACK TO ADJUST ongoing teaching and learning to IMPROVE students’ ACHIEVEMENT of intended instructional outcome. Popham,2008

FORMATIVE ASSESSMENT

Assessments FOR learning happens Assessments FOR learning happens while learning is still underway.while 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

ASSESSMENT PROCESS

Summative Assessment

(Assessment OF Learning)

Pre – Assessment

Formative Assessment

(Assessment FOR Learning)

HOW DO YOU ASSESS?

List some ways you typically assess students in your classroom.

1.

2.

3.

4.

The goal of Formative Assessment is to provide feedback to adjust learning, but NOT to assign a grade!

1.Learning Targets-Instructional Goal

2. Instruction- Learning Progressions

3. Measuring-Collect information about student

learning

4. Feedback-Promote action to set new goals or re-teach

Formative Assessment Match

Living Organisms

TEKS-5.9A Identify the way organisms live and survive in their ecosystem by interacting with living and non-living elements

BFARM- Bird, Fish, Amphibian, Reptile, Mammals

Students will classify organisms into groups such as living/non-living, vertebrates/invertebrates

and Students will classify vertebrates based on physical characteristics such as body

covering, habitat, warm/cold blooded,…

 

Learning Target:

Student understands that organisms can be classified into groups based on individual characteristics that allow them to meet their needs and survive in their environment.

Formative Assessment

Concept Map- page 7

Odd One Out- page 9

I have a question, who has the answer? Page10

321 Cards- page 11

Instructional Adjustments

1. What kind of assessment tool to use?

2. When to collect assessment evidence.

3. How many items to include in the assessment.

4. How to help students more accurately self-assess their understanding.

5. When to make an instructional adjustment

6. What kind of instructional adjustment to make.

To Adjust, or Not to Adjust?

The teacher:1. Identify adjustment occasions-teacher decides when, during an

instructional sequence, adjustment decisions should be made.2. Select Formative Assessments- teacher chooses the formal or

informal assessment procedures to be used for each adjustment occasion.

3. Establish adjustment triggers- teacher determines in advance, what level of student performance will necessitate an instructional decision.

4. Make instructional adjustments- re-teach, or go on.

WHEN DO YOU ASSESS?

Traditionally, teachers have assessed students at the end of an instructional unit or sequence.

However, when assessment and However, when assessment and instruction are interwoven, both instruction are interwoven, both the students and the teacher the students and the teacher benefit. benefit.

The Assessment–Instruction Process

Summative Assessment

“making sure”

Pre – Assessment

“finding out”

Formative Assessment “checking

in” “feedback” “student involvement”

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 ASSESSMENT

This Type of Assessment

is NOT about accountability…

it is about GETTING GETTING BETTERBETTER!!!!

Formative Assessment Strategies

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 ASSESSMENT

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 mastery It is a means to determine a student’s mastery and understanding of information, skills, concepts, and understanding of information, skills, concepts, or processes.or processes.

Summative Assessment Strategies

Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review

Student Self-Evaluation

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

Is generally summative

Is an event that occurs after learning

Provides little specific feedback

Gives just one chance

Used to make high stakes decisions

Doles out rewards and punishments

Can misdiagnose student abilities

and instructional needs

Intimidates to force greater achievement

Changes instructional focus from

learning to higher test scores

Based on specific criteria shared with the student in language he/she can understand prior to the assignment

Teaches while assessing

Helps teachers provide more

focused instruction

Provides students with specific feedback

Identifies and validates strengths

Allows students to identify weak

areas and make decisions about how to manage

Allows students to be in charge of

their own learning

Builds in concept that quality work takes time and repeated practice based on feedback

Causes students to keep trying

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ASSESSMENT “FOR” LEARNING ASSESSMENT “OF” LEARNING