get in the driver’s seat
TRANSCRIPT
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Get in the Driver’s Seat: Using Formative Assessment to Drive Instruction
National Title I Conference
Laura Otten
Kent Intermediate School District
Learning Targets for Series
1. I can begin to recognize Formative Assessment as a process.
2. I can begin to think about how Formative Assessment will drive instruction in my classroom.
3. I can choose 1 or 2 things from this session to try in my classroom.
Learning Targets
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Formative Assessment Tools
• Tools are what students interact with to demonstrate thinking in deeper ways
• They are driven by the formative assessment strategy
• Tools are sometimes called techniques
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It’s how you use the tools that make them formative, not the tools
themselves.
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It’s also how you use the tools to drive instruction that makes them formative.
Big Ideas Tools to Remember
Things to consider Things to Try
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Balanced Assessment System
All parts work together and are equally important
Summative Assessments Interim/Benchmark Assessments
Formative Assessments
CCSSO Definition of Formative Assessment
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.
FAST/SCASS Austin, Texas October 2006
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Formative Assessment Guiding Questions
Where are you trying to go? • Identify and communicate the learning goals
Where are you now? • Assess or help the student to self-assess current levels
of understanding
How can you get there? • Help the student with strategies and skills to reach
the goal
J. Myron Atkin, Paul Black, & Janet Coffey, 2001
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1. Planning
2. Learning Target Use
3. Student Evidence
4. Formative Assessment Strategies
5. Formative Assessment Tools
6. Student & Teacher Analysis
7. Formative Feedback
8. Instructional Decisions (embedded throughout)
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The Components of the Formative Assessment Process
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• Assessments should reflect clear and valued learning targets.
• These targets need to be clear to students, parents, and teachers.
• Learning targets are derived from standards and benchmarks.
“Students can hit any target that stands still for them.”
--Rick Stiggins, 2006
Learning Targets are the Foundation for ALL Effective Assessments
• I can explain the individual motion of the Earth, Moon, and Sun.
• I can demonstrate the day/night cycles, year, and seasons based on the Earth’s position in relation to the sun.
• I can explain the causes of solar and lunar eclipses.
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What do we do with the learning targets
once they are written?
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With an elbow partner, discuss how you might use learning targets to
answer the three guiding questions:
Where are you trying to go? Where are you now?
How can you get there?
Formative Assessment Strategies
• Activating prior knowledge
• Goal setting
• Feedback use
• Self-assessment
• Peer-assessment
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Formative assessment strategies must be used in relation to learning targets.
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FA Strategy
Is linked to
FA Tool
Self-Assessment
Is linked to
Exit Ticket
Activating Prior
Knowledge
Is linked to
Concept Map
Learning Target FA Strategy FA Tool
Formative Assessment Guiding Questions
Where are you trying to go? • Identify and communicate the learning goals
Where are you now? • Assess or help the student to self-assess current levels
of understanding
How can you get there? • Help the student with strategies and skills to reach
the goal
J. Myron Atkin, Paul Black, & Janet Coffey, 2001
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Feedback is two-way communication
• Specific and immediate.
• Aligned to criteria or learning targets.
• Descriptive; not evaluative.
• In reference to students’ current levels of achievement.
• An invitation and opportunity for students to use feedback to adjust their approaches to learning (actionable)
In order to be EFFECTIVE, teacher feedback needs to be:
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• Thumbs up, down, or sideways • Traffic light
• Placing stickers on a target
• “Clickers”
• Ticket-out-the-door or EXIT slip
• Group questioning during instruction
When students give the teacher feedback in the classroom, it might look like this:
http://bossysmile.wordpress.com/tag/traffic-light/
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Feedback Request Sheet Name: Date: Assignment: Please give me feedback on these aspects of my work: 1. 2. 3. Note: The more specific the requests are, the more detailed the feedback can be.
Adapted from Brookhart, S. (2010). Formative Assessment Strategies for Every Classroom. Alexandria, VA: ASCD.
Discuss at your table: How might I use
feedback tools to guide my instruction?
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The Sticking
Point
Criteria
Reflection Journals
Most and Least Clear
Self Assessment: How do students reflect on their learning?
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Management of Formative Assessment Information
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Observation Sheets
Date Date Date Date
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Unit: Learning Targets:
Intervention Framework Based on assessment results, identify two areas of instructional concern for your classroom:
What lessons from your current mathematics curriculum or text will you be teaching between now and the next assessment point or report period?
Area 1: Area 2:
Adapted from Brookhart, S. (2010). Formative Assessment Strategies for Every Classroom. Alexandria, VA: ASCD.
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Brookhart, S. (2010). Formative Assessment Strategies for Every Classroom. Alexandria, VA: ASCD.
Conversational Roundtable
Your Notes: Group Member #2:
Group Member #3: Group Member #4:
From Fisher and Frey: http://www.fisherandfrey.com/wp-content/uploads/2011/05/pgw-sdusd-day-1.ppt
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Laura Otten
Kent ISD
Images
• http://office.microsoft.com/en-us/images/?CTT=6&ver=14&app=powerpnt.exe
• http://wiki.alternatehistory.com/doku.php/offtopic/michigan • http://www.quill.com/smead-supertab-assorted-color-file-
folders/cbs/218818.html • http://www.integratedclasstech.com/pages/products/clickers.
html • http://www.glutenfreebeat.com/2011/03/scorch-
grillhouse.html • http://en.wikipedia.org/wiki/File:Notecard.jpg • http://kwcs12.edublogs.org/2012/12/19/thank-you-and-
goodbye/
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Resources
• Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2009). Assessment for Learning: Putting it into Practice. New York, NY: Open University Press.
• Brookhart, S. (2010). Formative Assessment Strategies for Every Classroom. Alexandria, VA: ASCD. • Brookhart, S. (2008). How to Give Effective Feedback to your Students. Alexandria, VA: ASCD. • Chappuis, J. (2009). Seven Strategies of Assessment for Learning. Boston, MA: Pearson. • Heritage, M. (2010). Formative Assessment: Making it Happen in the Classroom. Thousand Oaks,
CA: Corwin. • Moss, C. & Brookhart, S. (2009). Advancing Formative Assessment in Every Classroom. Alexandria,
VA: ASCD. • Moss, C. & Brookhart, S. (2012). Learning Targets: Helping Students Aim for Understanding in
Today’s Lesson. Alexandria, VA: ASCD.` • Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S. (2006). Classroom Assessment for Student
Learning. Upper Saddle River, NJ: Pearson. • Wiliam, D. (2011). Embedded Formative Assessment. Bloomington, IN: Solution Tree Press. • http://www.fisherandfrey.com/wp-content/uploads/2011/05/pgw-sdusd-day-1.ppt