formative assessment: eliciting evidence that moves ... · formative assessment: eliciting evidence...
TRANSCRIPT
![Page 1: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/1.jpg)
Formative Assessment: Eliciting evidence that moves learning forward
Robert Q. Berry, III, Ph.D.Associate Professor
University of [email protected]
@robertqberry
![Page 2: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/2.jpg)
Goals
• We will focus on three key formative assessment strategies that support the Standards for Mathematical Practice:
– Engineering effective classroom discussions, activities and learning tasks that elicit evidence of learning
– Providing feedback that moves learning forward
– Activating learners as instructional resources for one another (Wiliam, 2009)
2
![Page 3: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/3.jpg)
High Effect Strategies:What Works Best?
3
Very High:0.67 – 1.44 ES
High:0.43-0.54 ES
Low: 0.17 – 0.29 ES
Very Low to Negative: 0.12-0.13 ES
![Page 4: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/4.jpg)
Strategies to consider
Learning styles
Team teaching
Retention in a grade
Class size
Effective feedback
Homework
High expectations of students
Student-centered learning
Good questioning
Teacher subject knowledge
Vocabulary instruction
Ability grouping
Metacognitive strategies
4
![Page 5: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/5.jpg)
High Effect Strategies: What Works Best?
Very High Effect Size: 0.67 – 1.44
High expectations of students 1.44
Effective feedback 0.75
Metacognitive strategies 0.69
Vocabulary instruction 0.67
High Effect Size: 0.43 – 0.54
Student centered teaching 0.54
Good questioning strategies 0.48
Low Effect Size: 0.17 – 0.29
Homework 0.29
Class size 0.21
Team teaching 0.19
Learning styles 0.17
Very Low-Negative Effect Size: 0.12- 0.13
Ability grouping 0.12
Teacher subject knowledge 0.09
Retention -0.13
![Page 6: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/6.jpg)
Using the Walls
6
• Benefits:– Ability to see student’s work and assess
– It is harder for students to opt out
– Creates movement; add energy
– Encourages students to take risks as it is non-permanent
![Page 7: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/7.jpg)
What is Formative Assessment?
7
Definition: Key Characteristics:
Examples: Non-examples:
![Page 8: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/8.jpg)
What is Formative Assessment?
8
• What does Dylan Wiliam say about Formative Assessment?
![Page 9: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/9.jpg)
What is Formative Assessment?
9
• For today we are going to look at assessment as the gathering of data about a student’s learning.
• Assessments become formative “when the evidence is actually used to adapt the teaching to meet student needs”. (Black and Wiliam, 1998)
![Page 10: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/10.jpg)
Engineering effective discussions, activities and classroom tasks that elicit evidence of learning
![Page 11: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/11.jpg)
Eliciting evidence of LearningTask
11
• The children in the Polya family are 3, 8, 9, 10, and 15 years old. What is their average age?
• There are five children in the Polya family of different ages. Their average age is 9. How old might the children be?
![Page 12: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/12.jpg)
Eliciting evidence of Learning:Task
12
• Round the following to the nearest whole number:
17.6 210.33 5.489
• My coach said I ran my race in about 12 seconds. What might my actual time be? Explain
![Page 13: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/13.jpg)
Eliciting evidence of Learning:Task
13
• In a survey of 1,200 people 3
4are Baltimore
Ravens fan. How many people are Baltimore Ravens fans?
• How do we open up this task?
![Page 14: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/14.jpg)
Eliciting evidence of Learning: ABCD cards
Formative assessment is best described as
A. An assignment or activity that informs teachers and/or students what needs to be learned next
B. An assessment that is given marks by the teacher, but will not be counted in the final grade
C. Questions that provide a window into students’ thinking
D. Both A & C
![Page 15: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/15.jpg)
Eliciting evidence of Learning: ABCD cards
A significant factor in formative assessment is feedback. The feedback most likely to improve student learning is feedback that
A. Is provided by other students
B. Is provided by the teacher
C. Provokes thinking
D. Both A & C above
![Page 16: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/16.jpg)
Eliciting evidence of Learning: ABCD cards
16
The primary consumer of assessment feedback should be the:
A. Teacher
B. Student
C. Parents
D. District personnel
![Page 17: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/17.jpg)
ABCD cards: Feedback
17
• Which angle is closet to 110 degrees?
A B
C
D
![Page 18: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/18.jpg)
Eliciting evidence of Learning:
• My Favorite No
– What are the students’ doing?
– What is the teacher doing?
18
![Page 19: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/19.jpg)
Eliciting evidence of learning
• Frayer’s Model
• At the Wall
• Entry/Exit Slips
• ABCD Cards
19
![Page 20: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/20.jpg)
Providing Feedback That Moves Learning Forward
20
![Page 21: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/21.jpg)
Hitting the Mark
![Page 22: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/22.jpg)
Feedback
22
![Page 23: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/23.jpg)
Feedback
23
Consider the following:
• Why have so many people switched to using digital cameras?
• Why do people engage in playing video games?
![Page 24: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/24.jpg)
Feedback: Actionable & Helpful
• In the table group, sort the feedback cards into categories.
– Create labels for your categories
• Talk at your tables:
– How did you sort the cards?
– Which feedback is likely to be most helpful to students?
24
![Page 25: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/25.jpg)
25
Feedback: Card Sort
Specific
Non-Specific
+-
![Page 26: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/26.jpg)
Feedback: Research
26
•Ruth Butler study (1988):• Butler, R. (1988) Enhancing and undermining intrinsic motivation: The effects of task-involving and ego-
involving evaluation on interest and performance. British Journal of Educational Psychology, 58, 1–14.
•132 low and high ability grade 7 pupils in 12 classes in 4 schools (3 per school w/in school random assignment)
–Pre-post design
•Same tasks, goals, classwork, and teacher
•Three kinds of feedback:
–Grades, Grades + comments, Comments only
![Page 27: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/27.jpg)
Feedback: Research
27
Type of Feedback Gains in Achievement
Grades only Almost 0%
Grades and Comments Almost 0%
Comments Only 30% Significant improvement at all levels
![Page 28: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/28.jpg)
Feedback Research
28
Type of Feedback Attitude changes
Grades only Top - positiveBottom - negative
Grades and Comments Top – positiveBottom - no change
Comments Only Top - positiveBottom - positive
![Page 29: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/29.jpg)
Feedback Research
29
• “Giving scores alongside of comments completely washed out the beneficial effects of the comments…”
• “This study shows that if teachers are providing careful diagnostic comments and then putting a score or grade on the work, they are wasting their time.”
![Page 30: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/30.jpg)
Activating Students as Owners of Their Own Learning
30
![Page 31: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/31.jpg)
Activating Students as Owners of Their Own Learning
31
• If students graduate from school still dependent on others to tell them their work is adequate then we failed them as a school system.
![Page 32: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/32.jpg)
Activating Students as Owners of Their Own Learning
• Austin’s Butterfly
• Observe the role of feedback to move the learning forward.
32
![Page 33: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/33.jpg)
Activating Students as Owners of Their Own Learning
33
• Five exemplars of an assignment/project from a previous class
– Students have to decide if some are better than others
– Rank the exemplars in terms of quality
– Create indicators describing the quality of the work
– Each group reports back to the class
![Page 34: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/34.jpg)
Activating Students as Owners of Their Own Learning
34
• Self Assessment:
– Homework Board
– Colored Triads (Got it; Not quite sure; Need some help)
– C3B4Me
Remember: the teacher is not the only source of information in the room.
![Page 35: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/35.jpg)
Reflecting on What You Learned
35
Return to Your Frayer Model
![Page 36: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/36.jpg)
The Important Book
• The important thing about rain is that it is wet.It falls out of the sky,
and it sounds like rain,and makes things shiny,
and it does not taste like anything,
and is the color of air.
• But the important thing about rain is that it is wet.
Margaret Wise Brown, The Important Book
36
![Page 37: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/37.jpg)
The Important Thing…Formative Assessment
37
The important thing about formative assessment is _______________________
– Really great detail #1
– Really great detail #2
– Really great detail #3
But the most important thing about formative assessment is __________________________
![Page 38: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/38.jpg)
Contact Information
38
Robert Q. Berry, IIIAssociate Professor
University of [email protected]@robertqberry (Twitter)
![Page 39: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/39.jpg)
Disclaimer
The National Council of Teachers of Mathematics is a public voice of mathematics education, providing vision, leadership, and professional development to support teachers in ensuring equitable mathematics learning of the highest quality for all students. NCTM’s Institutes, an official professional development offering of the National Council of Teachers of Mathematics, supports the improvement of pre-K-6 mathematics education by serving as a resource for teachers so as to provide more and better mathematics for all students. It is a forum for the exchange of mathematics ideas, activities, and pedagogical strategies, and for sharing and interpreting research. The Institutes presented by the Council present a variety of viewpoints. The views expressed or implied in the Institutes, unless otherwise noted, should not be interpreted as official positions of the Council.
39
![Page 40: Formative Assessment: Eliciting evidence that moves ... · Formative Assessment: Eliciting evidence that moves learning forward Robert Q. Berry, III, Ph.D. Associate Professor University](https://reader030.vdocuments.us/reader030/viewer/2022040607/5ec0b64183279c3bd540f14c/html5/thumbnails/40.jpg)
40