formative assessments tina keller midwestern intermediate unit may 5, 2010
TRANSCRIPT
![Page 1: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/1.jpg)
Formative AssessmentsTina Keller
Midwestern Intermediate UnitMay 5, 2010
![Page 2: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/2.jpg)
Welcome!!
![Page 3: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/3.jpg)
Group Norms
Be a learner—be open to new ideas.Respect others—listen to understand.Ask questions—seek clarification.Keep things confidential within the group.Have fun!
![Page 4: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/4.jpg)
Great Formative Assessment Resources
![Page 5: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/5.jpg)
Please Access our Session Wiki Page
http://formativeassessmentworkshop.wikispaces.com
Click on the LINKS tab
![Page 6: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/6.jpg)
![Page 7: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/7.jpg)
How To Vote via Texting
1. Standard texting rates only (worst cast US $0.20)2. We have no access to your phone number3. Capitalization doesn’t matter, but spaces and spelling do
TIPS
EXAMPLE
![Page 8: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/8.jpg)
How To Vote via Poll4.com
Capitalization doesn’t matter, but spaces and spelling doTIP
EXAMPLE
![Page 9: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/9.jpg)
![Page 10: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/10.jpg)
http://www.polleverywhere.com/multiple_choice_polls/MTcxNTA2NDM2Nw
![Page 11: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/11.jpg)
![Page 12: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/12.jpg)
• http://www.polleverywhere.com/multiple_choice_polls/LTE3Njc5MzY5NjY
![Page 13: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/13.jpg)
Session Target Goals
Participants will:• articulate the differences between formative & summative assessment
• Identify strategies that could be used during pre-learning assessment, assessment during learning & assessments after learning
• recognize the impact of effective formative assessment
• list three formative assessment techniques that they plan to use in their classroom based upon the lesson plan that they provided.
![Page 14: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/14.jpg)
Traffic LightRead the Formative Assessment Target Goals posted on the easel
sheets throughout the room.
• Place a green dot on the left side of the easel sheet for any goals that you feel you have already mastered.
• Place a yellow dot on the left side of the easel sheet for any goals that you know something about but have not yet mastered.
• Place a red dot on the left side of the easel sheet for any goals that you have either never heard of or that you know virtually nothing about.
![Page 15: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/15.jpg)
How do we assess students?
Formative AssessmentAssessment for Learning
Summative AssessmentAssessment of Learning
![Page 16: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/16.jpg)
Card Sort
• Use the large label cards to create the headings for two columns - one for “Formative Assessment” and one for “Summative Assessment”
• Sort the cards and place each one under the most appropriate heading in your chart
![Page 17: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/17.jpg)
17
![Page 18: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/18.jpg)
18
Teachers, students and parents are the primary users
Teachers, principals, supervisors, program planners, and policy makers are the primary users
During learning After learning
Used to provide information on what and how to improve
achievement
Used to certify student competence
Used by teachers to identify and respond to student needs
Used to rank and sort students
Purpose: improve learning Purpose: document achievement of standards
Primary motivator: belief that success is achievable
Primary motivator: threat of punishment, promise of reward
Continuous Periodic
Examples: peer assessment, using rubrics with students,
descriptive feedback
Examples: final exams, placement tests, state assessments, unit
tests
![Page 19: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/19.jpg)
Windshield Checks are useful during a lesson or unit of study to check for understanding.
CLEAR( Hold up 1 finger)= I get it!
BUGS(Hold up 2 fingers) = I get it for the most part, but some things are still unclear.
MUD (Hold up 3 fingers)= I still don’t get it!
Do you feel that you understand the difference between formative and summative assessments?
![Page 20: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/20.jpg)
What is Formative Assessment?
Numbered Heads Together
![Page 21: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/21.jpg)
What is Formative Assessment?(Definitions from the experts)
“… often means no more than that the assessment is carried out frequently and is planned at the same time as teaching.” (Black and Wiliam, 1999)
“…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.” State Collaborative on Assessment and Student Standards (SCASS), 2006
“…is a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics.” (James Popham)
![Page 22: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/22.jpg)
Formative Assessment
• Formative--Helps to form or mold the learner (beginning teacher) and the learning
• Informs the learner (beginning teacher) and the teacher (mentor teacher)
• Is not done to the learner, but is done by the learner and the teacher—collaboratively
• Helps to focus future learning targets and strategies
![Page 23: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/23.jpg)
What Does the Research Say?
In a researched review based on 250 empirical students of classroom assessment that had been drawn from more than 680 published investigations, Paul Black and Dylan Wiliam concluded:
“The research reported here shows conclusively that formative assessment does improve learning.” (Assessment in Education, 1998)
![Page 24: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/24.jpg)
What Does the Research Say?Teacher Action Result on Student Achievement
Just telling students # correct and incorrect
Negative influence on achievement
Clarifying the scoring criteria Increase of 16 percentile points
Providing explanations as to why their responses are correct or incorrest
Increase of 20 percentile points
Asking students to continue responding to an assessment until they correctly answer the items
Increase of 20 precentile points
Graphically portraying student achievement
Increase of 26 percentile points
Mazano, CAGTW, pgs 5-6
![Page 25: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/25.jpg)
Article ReviewEven Tables choose an even numbered article, Odd Tables choose an odd numbered article. Each table should read the same article
Choose a card from the baggie on your table.
Every five minutes I will say stop.
At that point, using a whip around technique, everyone will complete the phrase his/her card with the information learned thus far in the article.
Participants may switch cards if they like, or keep their original card.
This will continue every five minutes.
Be prepared to share one concept/idea that was discussed at our table
![Page 26: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/26.jpg)
Sharing Out
![Page 27: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/27.jpg)
Revise your original definition based on the article.
![Page 28: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/28.jpg)
Assessment is not Grading
![Page 29: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/29.jpg)
The Old Way of Connecting Data to Learning
• 1. What is the next chapter in the book?• 2. How much content do I need to cover?
![Page 30: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/30.jpg)
New Way of Connecting Data to Learning
The new questions are the following:• 1. What should my students know and be able to do?• 2. How will I know they “get it”?• 3. What strategies should I use to motivate my students
to learn?• 4. What learning processes will I teach?• 5. Given what I know about my students, what
strategies, materials, grouping, and amount of time may result in the greatest learning?
• 6. What will I do if that doesn’t work?
Gregory, G. and Kuzmich, L. (2004). Data Drive Differentiation in theStandards-Based Classroom. Corwin Press.
![Page 31: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/31.jpg)
Clarifying Learning Targets
• What is it I want my students to understand and be able to do?
• How will I know when they understand and can do those things?
• What instructional activities will best teach my students these things?
• Knowing what is to be learned is the starting point! (Backward Design)
![Page 32: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/32.jpg)
View Video: Formative Assessment in the Content Areas
Count off by 3s
![Page 33: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/33.jpg)
• #1 will conduct a chat about key ideas from the video
• #2 will complete the My Top Ten List
• #3 will complete the One Minute Paper
![Page 34: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/34.jpg)
Cover it Live
![Page 35: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/35.jpg)
Sharing• Meeting in groups of three(One person from
each previous activity) discuss the following:
• 1. Describe your formative assessment technique, what you liked/disliked. How could you use this in your classroom?
• 2. Discuss the content of the video. What techniques were new to you? What techniques have you already used in your classroom?
![Page 36: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/36.jpg)
Seven Strategies of Formative Assessment
Where am I going? 1. Provide a clear and understandable version of the learning targets.
2. Use examples of strong and weak work.
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 lessons to focus on one aspect of quality at a time.
6. Teach students focused revision.
7. Engage students in self-reflection and let them document and share their learning.
![Page 37: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/37.jpg)
Shifts in Assessment
37
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
![Page 38: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/38.jpg)
Why these shifts in assessment?
A change in the mission of schools:
– A shift from a focus on sorting and ranking students to a focus on leaving no child behind.
A strong research base:
– Evidence of the substantial impact on student achievement
38
![Page 39: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/39.jpg)
Formative Assessment Strategies
Each table reads/skims their corresponding chapter.
-Informally Discuss/Complete the strategy chart in your training materials section of your binder.
-Create a poster answering the following questions 1. What new insight did you gain from this chapter?2. What were three key ideas/strategies of your chapter?
![Page 40: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/40.jpg)
Conduct a Gallery Walk
• Take a stack of post-it notes and begin to rotate around the room, reading the posters and leaving comments. Please leave at least one comment on each poster.
• Once you have made your rounds, have a seat.• The original group will look over the feedback
and share a two minute summary of their chapter with the whole group.
![Page 41: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/41.jpg)
Speedometer of Understanding
Did the gallery walk help you gain greater insight into formative assessment?
![Page 42: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/42.jpg)
ASSESSMENT PROCESS
Post LearningPre – Learning
During Learning
Used Formatively
![Page 43: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/43.jpg)
Pre-Learning
![Page 44: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/44.jpg)
Pre-assessment:
a way to determine what students know about a topic before it is taught.
It should be used :• regularly in all curricular areas • to make instructional decisions about student strengths
and needs • to determine flexible grouping patterns • to determine which students are ready for advance
instruction
![Page 45: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/45.jpg)
• When teaching with high achievement as a goal, one important aspect of assessing learners is finding out what the students already know.
• This knowledge is based on their prior learning and experiences.
• By doing a pre-assessment of knowledge, teachers can plan curriculum and designs instruction to meet the needs of the total class as well as individuals.
![Page 46: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/46.jpg)
Pre-Learning Assessment Strategies
![Page 47: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/47.jpg)
Pre-Assessment Strategies
• Graph Me/Vocabulary Terms• Knowledge Rating Chart• Squaring Off/Four Corners• Boxing• Yes/No Cards• Graffiti Wall• Learning Probes
![Page 48: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/48.jpg)
Knowledge Rating Chart
1. I’ve never heard of this before2. I’ve heard of this, but I am not sure how it works3. I know about this and how to use
____ Direct Object____ Direct Object Pronoun____ Indirect Object____ Indirect Object Pronoun____ Object of Preposition____ Adjective____ Interrogative Adjective
Example of Pre-assessment Readiness
![Page 49: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/49.jpg)
![Page 50: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/50.jpg)
Your Turn to be Pre-Assessed
Odd Numbered Tables will :Create your own Graffiti Wall at your table
Even Numbered Tables will: Go to the following website and complete an online graffiti wall
http://www.wallwisher.com/wall/assessmentduring
How do you assess during the instruction?
![Page 51: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/51.jpg)
The Key Thing to Remember
It is not the assessment that is formative..it is what you do after the assessment that impacts student learning
![Page 52: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/52.jpg)
• What the student already knows about what is beingplanned• What standards, objectives, concepts & skills theindividual student understands• What further instruction and opportunities for masteryare needed• What requires re-teaching or enhancement• What areas of interests and feelings are in thedifferent areas of the study• How to set up flexible groups: whole, individual,partner, or small group
What can teachers learn from Pre-Learning Assessments?
![Page 53: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/53.jpg)
During Learning
![Page 54: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/54.jpg)
These are assessments that:– are conducted throughout teaching and learning to
diagnose student needs– plan the next steps in instruction – provide students with feedback they can use to
improve the quality of their work– help students see and feel how they are in control of
their journey to success
Assessments FOR learning happens while learning is still underway.
![Page 55: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/55.jpg)
This Type of Assessment is NOT
about accountability…
it is about GETTING BETTER!!
![Page 56: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/56.jpg)
During Learning Assessment Strategies
![Page 57: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/57.jpg)
Formative Assessment Strategies
• Conference• Cooperative Learning
Activities• Demonstrations• Exit Card• Graphic Organizers• “I Learned” Statements• Interviews• Journal Entry• KWLs
• Learning Logs• Oral Attitude Surveys• Oral Presentations• Peer Evaluations• Problem Solving Activities• Products• Questioning• Quiz• Response Groups• Self-Evaluations
![Page 58: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/58.jpg)
THINKING ABOUT ON-GOING ASSESSMENT
STUDENT DATA SOURCES1. Journal entry2. Short answer test3. Open response test4. Home learning5. Notebook6. Oral response7. Portfolio entry8. Exhibition9. Culminating product10. Question writing11. Problem solving
TEACHER DATA MECHANISMS1. Anecdotal records2. Observation by checklist3. Skills checklist4. Class discussion5. Small group interaction6. Teacher – student
conference7. Assessment stations8. Exit cards9. Problem posing10. Performance tasks and
rubrics
![Page 59: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/59.jpg)
Response Cards
• Pre-printedYes/No True/FalseTraffic signPunctuation marksContent Specific (ex. Solids liquids gas)
• Pinch CardsUse thumbUse velcro/clothespin
• Write-onWhiteboardsPlastic plates
![Page 60: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/60.jpg)
How engaged are students in assessing their own work, setting their own goals, and regulating their own actions?
![Page 61: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/61.jpg)
Think, Ink, Pair, Share
![Page 62: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/62.jpg)
popsicle stick names
![Page 63: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/63.jpg)
Exit Cards: Decimals and Fractions
Name:___________• How is a decimal like a fraction?
• How are they different?
• What’s a light bulb moment for you as you’ve thought about fractions and decimals?
![Page 64: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/64.jpg)
The Key Thing to Remember
It is not the assessment that is formative..it is what you do after the assessment that impacts student learning
![Page 65: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/65.jpg)
Post Learning
![Page 66: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/66.jpg)
Examples
• State assessments • District benchmark or interim assessments
• End-of-unit or chapter tests • End-of-term or semester exams • Scores that are used for accountability for schools (AYP) and students (report card grades).
![Page 67: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/67.jpg)
Discussion:
How do you use Summative Assessments?
for studentsfor yourself
for the curriculumFor ???
![Page 68: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/68.jpg)
Discussion
![Page 69: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/69.jpg)
Clickers
![Page 70: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/70.jpg)
Rubric Video
![Page 71: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/71.jpg)
Post Learning Assessment Strategies
![Page 72: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/72.jpg)
Summative Assessment Strategies
• Self Assessment Rubric• Performance Task• Product/Exhibit• Demonstration• Portfolio Review
![Page 73: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/73.jpg)
![Page 74: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/74.jpg)
The Key Thing to Remember
It is not the assessment that is formative..it is what you do after the assessment that impacts student learning
![Page 75: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/75.jpg)
Feedback
![Page 76: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/76.jpg)
How does feedback connect to Formative Assessment?
“… provides feedback which leads to students recognising the (learning) gap and closing it … it is forward looking …” (Harlen, 1998)
“ … includes both feedback and self-monitoring.” (Sadler, 1989)
“… is used essentially to feed back into the teaching and learning process.” (Tunstall and Gipps, 1996)
![Page 77: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/77.jpg)
77
•Clarifying, understanding, and sharing learning intentions– curriculum philosophy
•Engineering effective classroom discussions, tasks and activities that elicit evidence of learning
– classroom discourse, interactive whole-class teaching•Providing feedback that moves learners forward
– feedback•Activating students as learning resources for one another
– collaborative learning, reciprocal teaching, peer-assessment•Activating students as owners of their own learning
– metacognition, motivation, interest, attribution, self-assessment
(Wiliam & Thompson, 2007)
Five “key strategies”…
![Page 78: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/78.jpg)
78
![Page 79: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/79.jpg)
79
Mark each example of descriptive feedback with a D and each example of evaluative feedback with an E. If you believe it is neither, mark it with an X.
Good job!
Sloppy work How did you reach that conclusion? Where’s your data
Proficient
Your calculations are accurate. Take another look at appropriate units for density.
C- Excellent!
You need to try harder next time. You can do it!
The students at station two are ready for the lab, they have their books cleared and their safety glasses on. You need to label the x-axis, include units with your label, choose an appropriate scale, show the points you plotted, and give the graph a title.
81%
![Page 80: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/80.jpg)
80
Mark each example of descriptive feedback with a D and each example of evaluative feedback with an E. If you believe it is neither, mark it with an X.
E Good job!
E Sloppy work
D How did you reach that conclusion? Where’s your data?
E Proficient E D Your calculations are accurate. Take another look at appropriate units for density.
E C-
E Excellent!
E You need to try harder next time. You can do it!
D The students at station two are ready for the lab, they have their books cleared and their safety glasses on. E
X You need to label the x-axis, include units with your label, choose an appropriate scale, show the points you plotted, and give the graph a title.
E or D 81%
![Page 81: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/81.jpg)
81
I did these really well:1. 2.
I could have:1.2.
Next time I need to focus on:1.2.
![Page 82: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/82.jpg)
Teacher learning takes timeTo put new knowledge to work, to make it meaningful and accessible when you need it, requires practice.A teacher doesn’t come at this as a blank slate. Not only do teachers have their current habits and ways of teaching—
they’ve lived inside the old culture of classrooms all their lives: every teacher started out as a student!
New knowledge doesn’t just have to get learned and practiced, it has to go up against long-established, familiar, comfortable ways of doing things that may not be as effective, but fit within everyone’s expectations of how a classroom should work.
It takes time and practice to undo old habits and become graceful at new ones. Thus… Professional development must be sustained over time
Dylan Wiliam
![Page 83: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/83.jpg)
Lesson Plan
![Page 84: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/84.jpg)
Session Target Goals
Participants will:• articulate the differences between formative & summative assessment
• Identify strategies that could be used during pre-learning assessment, assessment during learning & assessments after learning
• recognize the impact of effective formative assessment
• list three formative assessment techniques that they plan to use in their classroom based upon the lesson plan that they provided.
![Page 85: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/85.jpg)
Traffic LightRead the Formative Assessment Target Goals posted on the easel
sheets throughout the room.
• Place a green dot on the right side of the easel sheet for any goals that you feel you have already mastered.
• Place a yellow dot on the right side of the easel sheet for any goals that you know something about but have not yet mastered.
• Place a red dot on the right side of the easel sheet for any goals that you have either never heard of or that you know virtually nothing about.
![Page 86: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/86.jpg)
3-2-1 Exit Card
![Page 87: Formative Assessments Tina Keller Midwestern Intermediate Unit May 5, 2010](https://reader035.vdocuments.us/reader035/viewer/2022062519/5697c0011a28abf838cc2605/html5/thumbnails/87.jpg)
Thank You