Formative Assessment LessonsGeneral Information

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Essential Question:

What is Balanced Assessment and how can it impact my instruction?

Discussion: Balanced Assessment

Linking Principlesof Formative Assessment

to Classroom Practice

Learning Targets: I can identify and apply the elements of

Balanced Assessment.

I am open to trying out new ideas in my classroom to create a balanced assessment system.

Why assess students?

To gather evidence of student learning

To inform instruction

To motivate students and increase student achievement

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Shifts in Assessment

To assessing to learn what students understand

To using results to inform instruction

To students engaged in ongoing assessment of their work and others

To descriptive feedback that empowers and motivates students

From assessing to learn what students do not know

From using results to calculate grades

From end-of-term assessments by teachers

From judgmental feedback that may harm student motivation

Activity

Concept Definition Map

Five Keys to Quality Assessment

Clear Purpose

Clear Learning Targets

Sound Design

Effective Feedback

Student Involvement

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PURPOSE

TARGET

ACCURACY EFFECTIVE USE

STUDENTINVOLVEMENT

DESIGN

EFFECTIVE COMMUNICATION

Pre-Assessment

Self-Assess

Reflect

Where am I going?

Where am I now?

How can I close the gap?

Scaling the Assessment Literacy Ladder

Compliance

Commitment

Learning Target

I can describe why 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.

I can describe the design and purpose of each type of Formative Assessment Lesson.

Types of Formative Assessment

Types Focus Length of cycle

Long-cycle Across marking periods, quarters, semesters, years

4 weeks to 1 year

Medium-cycle Within and between instructional units

1 to 4 weeks

Short-cycle Day by day Minute by minute

Within and between lessons

24-48 hours5 seconds to 45 minutes

Formative Assessment Lessons

Formative Assessment Lessons are intended to support teachers in formative assessment.

They both reveal and develop students understanding of key mathematical ideas and applications.

They enable teachers and students to monitor in more detail their progress towards the targets of the standards.

They assess students’ understanding of important concepts and problem solving performance, and help teachers and their students to work effectively together to move each student’s mathematical reasoning forward.

Two Types of Formative Assessment Lessons

Problem Solving-

A rich task that has many possible strategies for the students to use

Concept Focused-

A task focused on a specific standard or cluster of standards.

Both Types

Develop Math PracticesStrengthen Connections Among Math Content

Problem Solving Tasks

Students take an active stance in solving mathematical problems.

Assess and develop students’ capacity to apply their mathematics flexibility to non-routine unstructured problems, both from the real-world and within pure mathematics.

Designed to be used from time to time through the year. They help students connect all the math they have learned and use it in understanding practical situations.

Concept Focused Tasks

Concept-focused lessons help students and teachers realize that “Proficient students expect mathematics to make sense.”

These lessons are designed to reveal and develop students’ interpretations of significant mathematical ideas and how these connect to their other knowledge.

Designed to be used by teachers every two/three weeks, over one or two class periods depending on how mathematics instruction is structured. They may be used in the middle of a curriculum unit on the topic, to gauge and improve students’ level of understanding, and/or they can be used later in the year as review and support.

Five Strategies of Formative Assessments

1. Clarifying and sharing learning intentions and criteria for success

2. Engineering effective discussions, questions, activities, and tasks that elicit evidence of learning.

3. Providing feedback that moves students forward

4. Activating students as instructional resources for one another.

5. Activating students as owners of their own learning. Marnie Thompson and Dylan Willam

Assessment for Learning Strategies

Where am I going?

1. Provide a clear statement of the learning target

2. Use examples and models

Where am I now?

3. Offer regular descriptive feedback

4. Teach students to self-assess and set goals

How can I close the gap?

5. Design focused lessons

6. Teach students focused revision

7. Engage students in self-reflection; let

them keep track of and share their learning

Where to find them?

www.mathshell.orgThe Mathematics Assessment Project

http://map.mathshell.org/materials/index.php

Take Home Message

Assessment literacy is not hard learning, but it is slow learning, and it requires sustained and targeted support at all levels of the system.