(in)formative assessment redmond school district mentor institute facilitated by marsha benjamin...

(IN)FORMATIVE ASSESSMENT

Redmond School DistrictMentor Institute

Facilitated byMarsha Benjamin Moyer

Are You… ASSESSMENT SAVVY?

Skilled in gathering accurate information about students learning?

Using it effectively to promote further learning?

Institute Objectives

Describe 3 types of assessments and identify the purpose of each (why)

Identify assessment targets (what)

Explain various methods of assessment (how)

Apply assessment information to current teaching experience

Understand the various reasons as to why Understand the various reasons as to why assessment is essential in teaching/learningassessment is essential in teaching/learning

FORMATIVE ASSESSMENT…

refers to any number of ways that we can uncover student

ideas/knowledge about concepts important to the unit being taught (diagnostic) in order to adjust our

instruction to the needs of the students; collecting evidence of understanding in order to focus

teaching and learning

HOW DO YOU ASSESS?

List some ways you typically assess students in your classroom.

1.

2.

3.

4.

WHEN DO YOU ASSESS?

Traditionally, teachers have assessed students at the end of an instructional unit or sequence

However, when assessment However, when assessment and instruction are interwoven, and instruction are interwoven,

both the students and the both the students and the teacher benefit teacher benefit

ASSESSMENT PROCESS

Summative Assessment

(Assessment OF Learning)

Pre – Assessment

Formative Assessment

(Assessment FOR Learning)

PRE-ASSESSMENT

The purpose of pre-assessment is to determine what students know about a topic before it is taught.

Pre-assessment will help the teacher determine flexible grouping patterns

and should be used regularly.

Pre-Assessment Strategies

Checklist Pre-test KWL Charts Graphic Organizers Pre-test Student Discussions Student

Demonstrations

Student Products Student Work Samples Show of hands/EPR

(Every Pupil Response) Standardized Test Data Teacher Observation Writing Prompts Writing Samples

FORMATIVE FORMATIVE ASSESSMENTASSESSMENT

Assessments FOR learning happens Assessments FOR learning happens while learning is still underwaywhile learning is still underway

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


This Type of Assessment

is NOT about accountability…

it is about GETTING GETTING BETTERBETTER!!!!


SevenSeven StrategiesStrategies

WHERE AM I GOING?

1. Provide a clear and understandable vision of the learning target

What Can Be Assessed?

Knowledge Mastery

Performance Skills

ReasoningProficiency

Ability to Create Products

ACHIEVEMENT TARGETSACHIEVEMENT TARGETS



WHERE AM I GOING?

2. Use examples and models of strong and weak work



WHERE AM I NOW?

3. Offer regular descriptive feedback.

4. Teach students to self-assess and set goals.


SevenSeven StrategiesStrategiesHOW 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 keep track of and

share their learning.

Formative Assessment Formative Assessment StrategiesStrategies

• 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

SUMMATIVE SUMMATIVE ASSESSMENTASSESSMENT

This type of assessment is a

successful end productend product

and/or the fulfilling of the pre-stated

objective

SUMMATIVE ASSESSMENT

A summative assessment/evaluation is designed to:

provide information make judgments about student achievement at

the end of a sequence of instruction, (e.g., final drafts/attempts, tests, exam, assignments, projects, performances)

It is a means to determine a student’s It is a means to determine a student’s mastery and understanding of information, mastery and understanding of information,

skills, concepts, or processes.skills, concepts, or processes.

Summative Assessment Summative Assessment StrategiesStrategies

Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review

The Assessment–Instruction Process

Summative Assessment

“making sure”

Pre – Assessment

“finding out”

Formative Assessment

“checking in” “feedback” “student involvement”

What types of Assessment Methods Can Be Used?

SelectedResponse

Performance Assessments

Extended WrittenResponse

PersonalCommunication

ASSESSMENT METHODSASSESSMENT METHODS


SelectedResponse


Students select

the correct/best

response from

a list provided

Multiple choice, true/false, matching,short answer, fill-in questions


Extended WrittenResponse


Students construct a written answer in response to a question or task

Compare …… Analyze…… Interpret….Solve a problem and explain work… Describe in detail…


Performance Assessments


Assessment is based on observing a performance/product

and making a judgment

Performances: *playing an instrument, *carrying out steps in

an experiment*speaking in a foreign language

*working productivelyin a group

Products:*term paper*lab report*work of art


PersonalCommunication


Determine what a student has learned through

personal interaction with them*Responding to journals/logs

*Asking questions during instruction

*Interviewing students in conferences

*Giving examinationsorally

Matching Assessment Targets and Methods

Knowledge Mastery

ReasoningProficiency

Skills

Ability toCreate Products

TargetsTargets Selected Response

Extended Written

Response

PerformanceAssessment

Personal Communication

Match the assessments at your table with the target and

method

Classroom Assessments

Some teachers Some teachers

talk about: talk about:

LEARNINGLEARNING GRADESGRADES

Can these co-exist peacefully? Should one receive emphasis over the other?

VERSUS

Conceptualizing the Domain

Based on evidence/research, “It’s not the difference in curricula, it’s the difference in teaching that really impacts student achievement.”

1. TRUE

2. FALSE

Descriptive and specific feedback should be provided to students

1. by the teacher

2. by other students

3. by both the teacher and other students

http://youtu.be/W0oB82s2QPM

Formative Assessment-Take 1



http://youtu.be/kPf0nQFfv50


http://youtu.be/ab4hbIsOonU

http://youtu.be/0GOJdAXhteY

SOME FINAL THOUGHTS

Formative Assessment:Formative Assessment:

Refers to what happens on a daily basis in the classroom

Provides teachers with information about specific next instructional steps for students:

Assessment Drives Instruction.Assessment Drives Instruction.

Students know where they are at instructionally and where they need to go

On-going assessment provides continual feedback that helps students progress over time

(IN)FORMATIVE ASSESSMENT

Redmond School DistrictNovember 2013

04/19/23 copyright www.brainybetty.com 2006

All Rights Reserved

44

Human Scatterplot• Teachers create x- and y-axis on floor and

label each• Students place themselves on the graph

based on their own self-assessment• Can also be done with post-its instead of

people• Gives a quick snapshot of student thinking

and confidence students have in their level of understanding


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45

Four Corners• Used with challenging multiple choice

questions• Each corner of the classroom is labeled with

a letter, students move to the corner that matches their choice

• Discuss their choice with other students in the same corner

• One representative presents the ideas from their corner

• Students may change sides of the room after discussion


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46

Why didn’t Andrea go to the store?

She was embarrassed that she didn’t speak the language well.

The store was across a dangerous street.

She was nervous that she would run into Emilio.

She didn’t have enough money to buy anything.


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47

Commit and Toss• For brave teachers• Teacher gives students a question• Students write answer on paper, then

crumple it up• Students toss the paper balls to other

students• Teacher calls on students to talk about the

ideas on the papers they caught


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48

Agreement Circles*

• Teacher gives statement• Students agree/disagree (agree forms

inner circle/ disagree forms outer circle)• Inner and outer circles discuss the

statement• Activates thinking and encourages

academic debate


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Wipe Out!• Students list 3 things they learned• All students stand up• One student reads list, everyone

crosses off common ideas• Students sit down when all of their

ideas have been crossed off


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55

On A Roll*• Each table rolls a number cube• Students at the table answer the

question that corresponds to the number rolled

• Can be used for several days over the course of a topic of study


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56

First Word/ Last Word Poems*

• Students create acrostic poems with information they know about a topic

• First Word Acrostic Poems can be used to pre-assess student understanding

• Last Word Acrostic Poems are used to show what students have learned and understand


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57

EROSIONEROSIONEEats away at landRRain can cause erosionOOccasionally wind causes erosionSSteps can be taken to prevent erosion

including planting treesIIs also known as weatheringOOceans cause erosion that is easy to

seeNNever is matter lost, it’s just moved to a

new place


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59

3 Pointer (3 New Things You Learned)

*_________________________________________________________________________________*_________________________________________________________________________________*_________________________________________________________________________________

2 Pointer (2 Connections You Can Make)

*_________________________________________________________________________________*_________________________________________________________________________________

Foul Shot (What Question Do You Have?)

*_________________________________________________________________________________

(in)formative assessment redmond school district mentor institute facilitated by marsha benjamin...

Documents

assessment targets

assessment information

type of assessment

assessment savvy

purpose of preassessment

various methods of assessment

learning target slide

success slide