Formative Assessment Model

Why Use Formative Assessment Probes?

• Assessment for learning not assessment of learning

• Reveal the types of ideas your student have about common science concepts

• Examine student thinking for the purpose of informing teaching and learning

Types of Probes

• Justified List

• Prediction

• Familiar Phenomena

• Friendly Talk

Example:

Justified List Probe

Keeley, P., Eberle, F. and Tugel, J. (2007). Uncovering student ideas in science (Vol.2) -25 more formative assessment probes. Arlington, VA: NSTA Press.

The Needs of Seeds Using Formative Assessment

Probes

• Choose a probe

• Give to students

• Use data to plan

• What do you see?

Example:

Friendly Talk Probe

Keeley, P.(2011). Uncovering student ideas in life science-25 new formative assessment probes. Arlington, VA: NSTA Press.

Example:

Familiar

Phenome

naProbe

Keeley, P., Eberle, F. and Tugel, J. (2007). Uncovering student ideas in science (Vol.2) -25 more formative assessment probes. Arlington, VA: NSTA Press.

Example:

Predictio

n Probe

Keeley, P., Eberle, F. and Dorsey, C. (2008). Uncovering student ideas in science(Vol.3)-another 25 formative assessment probes. Arlington, VA: NSTA Press.

What are Formative Assessment Probes?

• NSTA Publication

• Formative assessment probes were developed using the CTS process.

• Link key ideas in the standards to common misconceptions cited in research.

Resources for CTS …Experts at Your Fingertips 24/7

Indicates the resource or parts of it are online

Exploring Formative Assessments

• Select a strip.

• Cloze read about your strip.

• Prepare to present to group your selected formative assessment.

Designing Data Driven Instruction:

Universal Design

for Learning (UDL) isUniversal Design for Learning

(UDL)

A set of principles for curriculum

development that applies to the general

education curriculum to promote learning

environments that meet the needs of all

learners.

Videohttp://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0

Principle I: Multiple Means of Representation

The what of learning

• To give diverse learners options for acquiring information and knowledge

• Present content in a variety of formats and modalities

Multiple Means of Representation

• Artifacts• Videos • Music • Movement • Text Readers• Manipulatives • Visual Displays • Anticipatory Guides • Graphic Organizers

Principle II:Multiple Means of Action and Expression

Judy Augatti

Multiple Means of Action and Expression

• Thumbs Up/Thumbs Down • Gallery Walks• Pair/Share• Chalkboard/Whiteboard Splash• Response Hold-Up Cards • Quick Draws • Numbered Heads Together• Line-Ups

Principle III: Multiple Means of Engagement

Taps into learners’ interests, offers appropriate challenges, and increases

Multiple Means of Engagement

• Bounce Cards • Air Writing • Case Studies • Role Plays• Concept Charades • Response Hold-Up Cards • Networking Sessions• Simulations

AC

D B C

UDL means

more

students are:

•Engaged

•Learning

•Achieving

•Motivated

What does this mean for my classroom?

Enrich, extend and accelerate the SCOS.

5 E’s

Designing Data Driven Instruction

1. Select the standard and objective.

2. Collect resources for teaching and assessing the objective.

3. Perform pre-assessment using a two-tiered prototype or probe.

4. Use a selected formative assessment.

Resource: NCDPI Science WIKI

• Essential Standards• K-12 Strands Excel Format• Crosswalks• Unpacked Content• Professional Development• Teaching resources

Resource: NCDPI Science Live Binder

LIVE

BINDER!

Resources

organized

by

teaching

standard

Resource: NC Education

Resource: NSDL

Resource: NSTA Learning Center

Resource: Annenberg

Resource: FREE

Resource: Ted-Ed

Resource: Teacher’s Domain

State Collaborative on Assessment and Student

Standards (SCASS)•http://sciencescass.org•Security Agreement•Quick Highlights

– Quiz & Test Development– Data Analysis (free for 1 month)

•Directions for other teachers• MUST sign security agreement and

return•Username (_____)•Password (______)

Resource: NAEP Question Tool

• NC DPI Accountability Services Division http://www.ncpublicschools.org/accountability/policies/naep/naep

•Released NAEP items•Two ways to access:

– http://nces.ed.gov/nationsreportcard/itmrlsx– From the NAEP home page

http://nces.ed.gov/nationsreportcard and click Sample Questions and then select Questions Tool

Assessments

The Individual Case

Kimi, grade 8

Kimi, grade 8

• Review each data document you have received concerning Kimi and her development and needs.

• Discuss her strengths and weaknesses in your group.

Kimi, grade 8

• Imagine that Kimi is a student in your class. (Age regress or progress as necessary.)

• Strategize ways that you might adapt and use some of the instructional resources you found earlier in working with a student like Kimi.

Addressing the whole child prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21st century.

Deconstructing

the Day

Thank YOU!