formative assessment system initiative
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FORMATIVE ASSESSMENT SYSTEM INITIATIVE. Presenter: Nancy Schumacher November 2010. - PowerPoint PPT PresentationTRANSCRIPT
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FORMATIVE ASSESSMENT SYSTEMINITIATIVE
Presenter:Nancy Schumacher
November 2010
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Assessment MemoryThink of a time in y our life when you were “assessed.”
It might be a memory f rom elementary or high sc hool…From y our professional ex perience…
Or any where else in y our life.
Briefly describe the ex perienc e.
How did the assessment mak e y ou f eel?
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New Hope School DistrictHigh-stakes Standardized Testing
(aka “Summative Testing”)Receives a disproportionate amount of
of attention:
Summative vs. Formative
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Disadvantages of High Stakes Testing
MINIMAL IMPACT ON STUDENT ACHIEVEMENT
• Time lapse between administration and results• Not easily interpreted at classroom level• Vague individual feedback• Rank-orders students and creates competitiveness• Reinforces feeling of incompetence in
underperforming students and creates student disengagement from learning
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New Hope School District
Strength:
“High Standardized Test Scores”
REAL OR PERCEIVED?
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New Hope School District
STATUS QUO
• High SES community (Strong relationship between SES and student achievement, Marzano & Waters, 2009)
• Low student mobility rate (High transiency rate negatively affects test scores, Marzano & Waters, 2009)
• Teaching to the test• Focus on how “well” students are doing rather than
“what” students are doing• Data does not drive instructional decision-making
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New Hope School District
THREATS TO STATUS QUO
• Closing of local small businesses and plants changing SES
• Foreclosures increasing mobility rate• Increasing gap between “haves” and “have
nots”
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New Hope School District
OPPORTUNITY• Systemic change related to district mission of
engaged learning• Systemic change related to district vision of
providing relevant research-based instruction that responds to each student’s unique potential
• Enhanced teaching and learning• Focus on learning vs. achievement
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Achievement vs. LearningVideo Clip by Alfie Kohn
Endorsed by W. Edwards Deming in “No Contest”which addresses competition in schools.
http://www.youtube.com/watch?v=7sywMkf5QhI
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Evolve Mindsets and Mental Models
From: Summative AssessmentTo: Formative Assessment
From: Evaluative gradingTo: Planning future instruction
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What is Formative Assessment?
Formal Definition:
A planned process in which the ongoing activities undertaken in the classroom increase student engagement and learning by providing timely informational feedback and decision-making data so students can adjust current learning tactics in which they employ and teachers can modify instructional methods in which they implement. ---Nancy Schumacher, 2010
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Formative Assessment vs. Summative Assessment
• Formative Assessment: FOR learning – DURING learning
• Summative Assessment:OF learning – AFTER learning
“When the cook tastes the soup it is formative, when the guests taste the soup it is summative.” ---Bob Stake in Marzano, 2010
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Goal of Formative Assessment
For teachers to teach more effectively
For students to learn more effectively
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HIGH-QUALITY,
EFFECTIVE TEACHING
Links curriculum to
State academic content
standards
Links instruction to
curriculum
Links assessment to
instruction
State-Level High
Stakes SummativeAssessment
District-Level
Common Assessment
Classroom-Level
Formative Assessment
Intentionally AlignedCOMPREHENSIVE
FORMATIVE ASSESSMENT SYSTEM to Increase Student Achievement
Nancy Schumacher2010
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Classroom Level Formative Assessment
IS BASED ON EFFECTIVE, INFORMATIVE FEEDBACK
“The most powerful single modification that enhances achievement is feedback”
---J. A. Hattie in Marzano, 2007aAfter a meta-analysis of over 8,000 studies
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Teachers and Students use FEEDBACK DATA
• Find areas of strengths and weaknesses• Track areas of improvement• Question how to prepare for and improve
performance• Differentiate instruction• Close the achievement gap
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New Hope School District
PRE-TEST(Optional)
TEACH TEACH TEACH TEACH TEACH ASSIGN GRADE
PRE-ASSESS
ANALYZE RESULTS
PLAN FOR DIFFERENTIATED
INSTRUCTIONTEACH
MONITOR, REFLECT,
and ADJUST
TEACH POST-ASSESS
Current Model of Classroom Assessment
Proposed Model of Classroom Level Formative Assessment: Teaching is aligned with curriculum. Formative assessments are not graded.
---Ainsworth & Viegut, 2006
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Resources Needed to IntroduceFormative Assessment System
• Classroom level formative assessment is a cost-effective method of school improvement (William, 2007)
• Professional Learning Communities: An effective approach for implementation (Popham, 2008)
• Reading resources: Key stakeholders volunteer to read and discuss the formative assessment process
• Time: Flexible scheduling to promote collaboration
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Beyond the Classroom
School and district level formative assessment will require funding for additional professional development (Black & Wiliam, 1998)
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Time Frame to ImplementFormative Assessment
Slow and Steady Process
• November 2010 – Present rationale and process to Board of Education, all district and school leaders, all teachers and community members
• December 2010 – Establish volunteer PLC’s to “pilot” implementation at classroom level
• June 2011 – Positive results from pilot program create “buy-in”
• July-August 2011 – Pilot teachers turnkey train district wide • September 2011 – All teachers begin classroom level
formative assessment across grade levels and departments
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Time Frame to ImplementFormative Assessment
Slow and Steady Process
• December 2011 – All teachers district wide inservice on next phase of intentionally designed comprehensive formative assessment system – “Power Standards.”
• January to March 2012 – Determine Power Standards for each grade and content
• April 2012 -- All teachers district wide inservice on next phase of intentionally designed comprehensive formative assessment system – Aligning Power Standards to classroom, district and State standards
• May to June 2012 – Align Power Standards• June 2012 – All teachers district wide inservice on next phase of
intentionally designed comprehensive formative assessment system – “Common Formative Assessments”
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Time Frame to ImplementFormative Assessment
Slow and Steady Process
• July to August 2011 – Design Common Formative Assessments and map horizontally and vertically
• September 2011 – First administration of Common Formative Assessment (CFA)
• October 2011 – Score assessments, collaboratively discuss, evaluate effectiveness, revise CFA
• November 2011 – Second administration of CFA and analyze data
• December 2011 – Meet by schools to plan future phases of intentionally designed comprehensive formative assessment system
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Implementation Requires School Administrator Leadership
tied to ISLLC Standards
Standard 1.4 – Mastery of information sources, data collection and data analysis strategies
Standard 1.23 – Ensuring that assessment data related to student learning are used to develop the school vision and goals
Standard 2.33 – Mastery of effective instructionStandard 2.34 – Mastery of measurement, evaluation and
assessment strategiesStandard 2.64 – Ensuring that student learning is assessed using a
variety of techniquesStandard 3.77 – Taking risks to improve schoolsStandard 3.89 – Managing time to maximize attainment of
organizational goals
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TIME FRAME FOR RESULTS
15 WEEKS
Bangert-Drowns, Kulick & Kulick in Marzano, 2007b
Two formative assessments per week over a 15-week period produce a 29.0 percentile gain
Fuch & Fuch in Marzano, 2007b
Based on meta-analysis of 21 studies: Two formative assessments per week result in a 30 percentile point gain
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New Hope School District
FORMATIVE ASSESSMENT:MISSION POSSIBLE
http://www.youtube.com/watch?v=jsBMQUeGx1E
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ResourcesAinsworth, L., & Viegut, D. (2006). Common formative assessments. Thousand Oaks, California:
Corwin Press.Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom
assessment.Phi Delta Kappa, 80(2), 139-144. Retrieved from http://www.londonmet.ac.uk/library/ i93438_22.htm
Marzano, R. J. (2007a). Designing a comprehensive approach to classroom assessment. In D. Reeves (Ed.), Ahead of the curve. (pp. 103-126). Bloomington, IN: Solution Tree Press.
Marzano, R. J. (2007b). The art and science of teaching. Alexandria, Virginia: ASCD.Marzano, R. J., & Waters, T. (2009). Setting and monitoring nonnegotiable goals for achievement.
In District leadership that works. (pp. 23-52). Bloomington, IN: Solution Tree Press.Marzano, R. J. (2010). Formative assessment and standards-based grading. Bloomington, IN:
Marzano Research Laboratory.Popham, W. J. (2008). Transformative assessment. Alexandria, Virginia: ASCD.William, D. (2007). Content then process: Teacher learning communities in the service of
formative assessment. In D. Reeves (Ed.), Ahead of the curve. (pp. 183-206). Bloomington, IN: Solution Tree Press.