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