future ready schools formative assessment : an essential ingredient in a recipe for a comprehensive...

Future Ready Schools

Formative Assessment:

An Essential Ingredient in a Recipe for a Comprehensive

Balanced Assessment System


Session Objectives:

At the conclusion of this session:• Participants will demonstrate an

increased awareness of the definition and attributes of effective formative assessment.

• Participants will be able to demonstrate and increased awareness of how to deconstruct content standards to clarify learning targets and maximize student success.


CAT HERDERS


VARIATIONS ON A THEME…ALL KIDS CAN LEARN!

(DuFour & Dufour Copyright Soulution Tree)

1. ...Based on ability

2.…If they take advantage of the opportunity

3.…And we will accept responsibility for ensuring their growth

4.…And we will establish high standards of learning that we expect all students to achieve


If the purpose of school is truly to ensure high levels of learning for all students,

schools will: (DuFour & Dufour Copyright Soulution Tree)

Clarify what each student is expected to learn

Monitor each student’s learning on a timely basis

Create systems to ensure students receive additional time and support if they are not learning


4 POINTS FOR GROWTH:

DuFour’s Critical Corollary Questions

IF WE BELIEVE ALL KIDS CAN LEARN…

•What is it we expect them to learn?

•How will we know when they have learned it?

•How will we respond when they don’t learn?

•How will we respond when they already know it?



The answers to DuFour’s critical corollary questions depend on who the student has as a teacher. Thus, to ensure ALL students have access to the best solution to these questions, there must be a systematic, non-invitational school response.


Why do we assess?

Formative Assessment vs.

Summative Assessment


BALANCED ASSESSMENT SYSTEM

FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

A process used by teachers and students during instruction that provides immediate feedback to adjust ongoing teaching and learning to help students improve their achievement of intended instructional outcomes.

A tool used after instruction to measure student achievement which provides evidence of student competence or program effectiveness.


Purpose:Assess to meet whose needs?

Classroom •Instructional Support

Policy

StudentsTeachersParents

•Curriculum Specialists•Principals•Counselors

SuperintendentSchool BoardTax PayersLegislators


Why Professional Learning Communities?


Creating ConsensusAsk the following:

• What do you want to teach to kids?

(NC Standard Course of Study)

• What is most important?(What do I like to teach?

Deconstruct the Standards)

• What skills do they need to know (vertical alignment)?

(Vertical Team Planning)


ProductsProducts

SkillsSkills

ReasoningReasoning

KnowledgeKnowledge

©Copyright Educational Testing Service/Assessment Training Institute


A Comprehensive Balanced Assessment System

Classroom Assessment(Formative and Summative)

Interim/Benchmark Assessments (Summative)

Statewide Assessments (Summative)

Aligned to State Standards


•How do we close the gap and have a balanced assessment system?


Focus on the Importance of Classroom Assessment

• it guides students’ judgment of “what is important to learn, affects their motivation and self perceptions of competence, structures their approaches to and timing of personal study…consolidates learning and affects the development of enduring learning strategies and skills. It appears to be the most potent forces influencing education”

Crooks (1988)


What should classroom assessment involve?


Both Formative and Summative Assessment

SummativeSummativeA measure of

achievement to provide evidence

of student competence or

program effectiveness

FormativeFormativeA process used by teachers A process used by teachers

and students during and students during instruction that provides instruction that provides

feedback to adjust ongoing feedback to adjust ongoing teaching and learning to teaching and learning to

help students improve their help students improve their achievement of intended achievement of intended instructional outcomesinstructional outcomes


Possible Assessment Methods

Formative AssessmentFormative Assessment QuestioningQuestioning Classroom Classroom

DiscussionsDiscussions Learning TasksLearning Tasks FeedbackFeedback ConferencesConferences InterviewsInterviews Student Self-Student Self-

assessmentassessment

Summative AssessmentSummative Assessment•Selected ResponseSelected Response

Multiple-ChoiceMultiple-ChoiceTrue/FalseTrue/FalseMatchingMatchingFill inFill in

•Extended WrittenExtended Written ResponseResponse

•Performance Performance AssessmentAssessment


Formative Assessment FOR Student Learning

•Where does the student need to go?•Where is the student now?•How do I help the student close the gap?


Seven Strategies for Student “Assessment for Learning”

Where am I going?Provide a clear statement of the learning target

Use examples and models of great work

Where am I now?Offer regular descriptive feedback

Teach students to self-assess and set goals

How can I close the gap?Design focused lessons

Teach students focused revisionEngage students in self-reflection; let them keep

track of and share their learning.

Stiggins, R. J., Arter, J. A., Chappius, J., & Chappuis, S. (2004). Classroom assessment FOR student learning: Doing it right – using it well. Portland, OR: ETS Assessment Training Institute.


• Students must be involved in this process. They must understand what is expected of them.

Where does the student need to go?


Avoid the Old Curve Grading Accident!


Standard/Benchmark:

Type: Knowledge Reasoning Skill Product

Learning Targets

What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark?

Knowledge

Targets

Reasoning

Targets

Skill

Targets

Product

Targets

DECONSTRUCTING STANDARDS

Stiggins, R. J., Arter, J. A., Chappius, J., & Chappuis, S. (2004). Classroom assessment FOR student learning: Doing it right – using it well. Portland, OR: ETS Assessment Training Institute.


Standard/Benchmark: 101 Develop and use ratios, proportions, and percents to solve problems.Type: Knowledge Reasoning x Skill x Product

Learning Targets

What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark?

Knowledge

Targets

Reasoning

Targets

Skill

Targets

Product

Targets

DECONSTRUCTING STANDARDS

Stiggins, R. J., Arter, J. A., Chappius, J., & Chappuis, S. (2004).

•Understanding of vocabulary (ratio, proportions, corresponding, similar, congruent, percents, probability)

•Relationship between ratios and percents

•Understand fractions

•Problem solving methods

•Determination of when and how to use ratios and proportions in problem situations

•Differentiate between needed and unneeded information

•Ability to assess correctness of answer

•Set up ratios, proportions

•Convert between fractions, decimals, and percents

•Identify effective problem solving methods

•Read and analyze problems for needed information

•Calculate probability and percent

•Correctly setup proportion, ratio, and percents from problem situations

•Given problem situations provide accurate use of ratios, proportions, and percents to solve problems


DECONSTRUCTING STANDARDSStandard/Benchmark: Grade 7: Obj. 5.01

Explain the significance of genes to inherited characteristics: Genes are the units of information. Parents transmit genes to their offspring. Some medical conditions and diseases are genetic.

Type: X Knowledge Reasoning Skill Product

Learning Targets: What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark?

Knowledge

Targets

Reasoning

Targets

Skill

Targets

Product

Targets

Definitions: gene, genetics, inherited, heredity , dominant, recessive, homozygous, heterozygous

•Genes transmitted to offspring ensure continuity of information within a species.•The understanding that some medical conditions and diseases are genetic affects the quality of human life.

Stiggins, R. J., Arter, J. A., Chappius, J., & Chappuis, S. (2004).


NCSCOS

Target Type

Enduring Understanding

Learning Experiences

Guiding Questions

Grade 7: Obj. 5.01

Genes transmitted to offspring ensure continuity of information within a species.

Fact or Fiction

KWL

How do genes show in

offspring?

1. What type of information is transmitted from parents to offspring?

2. Why do organisms resemble their parents?

3.Why is the understanding of and the manipulation of genetics essential to the quality of human life?

Grade 7: Obj. 5.03

Genes control inherited traits of organisms which may be dominant, recessive or incomplete.

Heredity foldable

Case of the Hooded Murdered

1. How are inherited traits expressed in offspring?

2. How are organisms of the same kind different from each other?

Grade 7: Obj. 5.04

Organisms reproduce and pass on heritable traits to offspring which may be displayed on a pedigree and predicted with a Punnett square.

1. What type of information may be determined from pedigree analysis?

2. What type of predictions may be made using a Punnett square

Grade 7: Obj. 5.05

Evidence indicates genetics… choices lead to human traits.

How does the understanding and manipulation of genetics and heredity affect the quality of human life?

Differentiate Activities: NO CLUE! I think I understand. I’VE GOT IT!


•The student must be provided with descriptive rather than evaluative feedback•Descriptive feedback must be ongoing and must include information about how the student can improve


Example of Descriptive Feedback

• “You performed the calculations correctly. However, you are getting confused about when to apply the perimeter formula and when to apply the area formula. Review the definitions of area and perimeter and try to think of ways they are different.”


Effects of Evaluative Feedback


• Students must be involved in self-assessment and peer assessment •Students must be engaged in a dialogue with teachers and peers about the content


Next steps…

• Increased commitment to a high-quality formative assessment as a process

• Increase the use of descriptive feedback, reduce evaluative feedback

• Increase student involvement in the assessment process


Challenges • Getting buy-in • This is not a quick fix so why do it?• Do we believe that all teachers can

effectively teach/assess students?• Process vs. Product • Focus on Learning vs. Focus on

measurement• Changing priorities and using time

wisely vs. Add-on for teachers….


NOT AGAIN!


Provide Opportunities for Growth

Summer Leadership Institute New Bern, NC July 17-19

Save the date!


Contact InformationSarah McManusSection Chief, Testing Policy and

OperationsNorth Carolina Department of Public

Instruction/Accountability Services Division

[email protected]


4 POINTS FOR GROWTH:


IF WE BELIEVE ALL KIDS CAN LEARN…

•What is it we expect them to learn?

•How will we know when they have learned it?

•How will we respond when they don’t learn?

•How will we respond when they already know it?

future ready schools formative assessment : an essential ingredient in a recipe for a comprehensive...

Documents

student assessment

summative assessment

future ready schools

future ready schools

student learning

summative assessment

student achievement

learning targets