the power of the formative assessment new assessment perspectives new assessment perspectives...

The Power of the The Power of the Formative Formative

AssessmentAssessmentNew Assessment New Assessment

PerspectivesPerspectivesFormative Assessment Formative Assessment

Strategies for the Classrooms Strategies for the Classrooms

Work with a partner to Work with a partner to determine the difference determine the difference

between between formative and summative formative and summative

assessments.assessments.

* Formative Strategy: We are activating prior knowledge and pre-assessing to help us more successfully guide instruction

in our learning environment.

Formative or Formative or Summative?Summative?

________Used for certification and public reportingUsed for certification and public reporting ____Descriptive feedback is crucial____Descriptive feedback is crucial ____Provides the next steps for instruction____Provides the next steps for instruction ____Shows what students know about themselves and their ____Shows what students know about themselves and their

learninglearning ____Achievement status to determine mastery____Achievement status to determine mastery ____Allows teacher to adjust instruction____Allows teacher to adjust instruction ____Shows what others, local and state level know about ____Shows what others, local and state level know about

studentsstudents ____Shows what happens after learning i.e. report cards____Shows what happens after learning i.e. report cards ____Shows what success looks like through clear models____Shows what success looks like through clear models ____Shows what to do next to improve over time____Shows what to do next to improve over time ____Used by policy makers, school leaders, teacher____Used by policy makers, school leaders, teacher ____Allows student to understand and decide how to do better ____Allows student to understand and decide how to do better

____Promises students the belief that success is within reach ____Promises students the belief that success is within reach ____Used to see bigger picture, for curriculum adjustments____Used to see bigger picture, for curriculum adjustments ____What happens during the learning process and diagnoses ____What happens during the learning process and diagnoses

student’s needsstudent’s needs

Summary Statement: See next slideSummary Statement: See next slide

Formative: ASSESSMENT Formative: ASSESSMENT FORFOR LEARNING LEARNING

Summative: Summative: ASSESSMENT ASSESSMENT

OFOF LEARNINGLEARNING Descriptive feedback is Descriptive feedback is

crucialcrucial Provides the next steps Provides the next steps Shows what students know Shows what students know

about themselves and their about themselves and their learninglearning

Allows teacher to adjust Allows teacher to adjust instructioninstruction

Shows what success looks Shows what success looks like through clear models. like through clear models.

Shows what to do next to Shows what to do next to improve over time.improve over time.

Allows student to Allows student to understand and decide how understand and decide how to do better next timeto do better next time

Promises students the Promises students the belief that success is within belief that success is within reach reach

Shows what happens during Shows what happens during the learning process and the learning process and diagnoses student’s needs. diagnoses student’s needs.

Used for certification and Used for certification and public reportingpublic reporting

Shows whatShows what others others (local (local and state level) know about and state level) know about studentsstudents

What happens after What happens after learning i.e. report cards learning i.e. report cards

Used by policy makers, Used by policy makers, school leaders, teachersschool leaders, teachers

Achievement status to see if Achievement status to see if mastery has been achievedmastery has been achieved

Used to see bigger picture Used to see bigger picture for curriculum adjustmentsfor curriculum adjustments

Used to gauge cumulative Used to gauge cumulative student learning of content student learning of content standardsstandards

Formative vs. Formative vs. SummativeSummative

It isn’t the method which It isn’t the method which determines whether the determines whether the

assessment is summative or assessment is summative or formative…..formative…..

but how the results are but how the results are usedused..(Diagnosis or Autopsy)(Diagnosis or Autopsy)

Formative assessmentFormative assessment means checking for means checking for

understanding as the understanding as the learning is taking place.learning is taking place.

Summative assessmentSummative assessment means determining what means determining what was learned at the end of was learned at the end of

instruction. instruction.

* Formative Strategy:* Formative Strategy: Think-Ink-ShareThink-Ink-Share

Give students a topic to think about or Give students a topic to think about or write about for 1-2 minutes write about for 1-2 minutes

Have students share with a partner and Have students share with a partner and then then share what their partner saidshare what their partner said

Makes students accountable for Makes students accountable for listening, thinking, and redeliverylistening, thinking, and redelivery

Gives teacher opportunity to check for Gives teacher opportunity to check for understanding and re-teach if necessaryunderstanding and re-teach if necessary

** Think-Ink- Share Think-Ink- ShareYou try it…You try it…

Think about the following question, Think about the following question, write your ideas, and share with your write your ideas, and share with your

partnerpartner

Can an assessment be used Can an assessment be used as both a formative and as both a formative and

summative evaluation? summative evaluation?

Why or why not?Why or why not?

* (Continuous) Formative * (Continuous) Formative StrategyStrategy: : Students as Students as

owners of their learningowners of their learningColored CupsColored Cups::

Each student has 3 cups (green, yellow, and Each student has 3 cups (green, yellow, and red in a stack)red in a stack)

If student is doing fine and understands, they If student is doing fine and understands, they display a green cupdisplay a green cup

If student is doing ok but not sure of current If student is doing ok but not sure of current topic or discussion, they display a yellow cuptopic or discussion, they display a yellow cup

If student is lost or needs to ask a If student is lost or needs to ask a question….THEN the teacher has students question….THEN the teacher has students with green or yellow cups answer the with green or yellow cups answer the questions of the red cupsquestions of the red cups

Wiliams, D. (2008)

* (Continuous) * Formative * (Continuous) * Formative Strategy:Strategy: Fist of Five Fist of Five

As teachers discuss new information, As teachers discuss new information, constantly check for understanding by constantly check for understanding by asking for a show of hands:asking for a show of hands:

Fist of 5Fist of 5… they know it at a deep level … they know it at a deep level and can explain it to othersand can explain it to others

Fist of 3 or 4Fist of 3 or 4 …they “get it” somewhat …they “get it” somewhat but need more depth of understanding but need more depth of understanding

Fist of 2 or 1Fist of 2 or 1 …they are struggling to …they are struggling to understand the concept and may need understand the concept and may need help soonhelp soon

AHEAD OF THE CURVEAHEAD OF THE CURVE

The Power of Assessment to Transform The Power of Assessment to Transform Teaching and LearningTeaching and Learning

Featuring:Featuring:

Rick StigginsRick Stiggins

Doug ReevesDoug Reeves Anne DaviesAnne Davies

Robert MarzanoRobert Marzano Larry Larry Ainsworth Ainsworth

Ken O’Connor Thomas Ken O’Connor Thomas GuskeyGuskey

Stephen White Dylan Stephen White Dylan WiliamsWiliams

Research says…Research says…

Quality classroom Quality classroom assessment has the assessment has the largest largest

positive impactpositive impact of any of any strategy on student strategy on student

learning and achievement learning and achievement that has been documented.that has been documented.

Crooks, 1987; Black & William, 1998, 2001; Miesels et al., 2003; Rodrigez, 2004


Students engaged in Students engaged in quality classroom quality classroom

assessment assessment learn more and do betterlearn more and do better on on

external tests.external tests.

This is especially true for This is especially true for students who struggle.students who struggle.

Crooks, 1987; Black & William, 1998, 2001; Miesels et al., 2003; Rodrigez, 2004


When teachers use formative assessments, When teachers use formative assessments, if they:if they:

involve students in assessment processinvolve students in assessment processincrease the amount of descriptive increase the amount of descriptive feedbackfeedback

decrease evaluative feedbackdecrease evaluative feedback

student learning increases significantly !student learning increases significantly !

While all students show gains, students who While all students show gains, students who usually achieve the least show the largest usually achieve the least show the largest gains overall.gains overall.

Black & Wiliam, 1998


The feedback that best supports student The feedback that best supports student learning is specific and descriptive. It learning is specific and descriptive. It tell students:tell students:

What to do more of…What to do more of… What to do less of…What to do less of… It does It does not includenot include coded evaluative coded evaluative

feedbackfeedback such as letter grades, such as letter grades, marks, or other encoded informationmarks, or other encoded information

Black & Wiliams, 1998; Butler & Nisan, 1986, Butler, 1987; Shepard & Smith 1986-87

* Formative Strategy:* Formative Strategy: Descriptive feedback for Descriptive feedback for

student motivationstudent motivationTeacher gives two Stars and a Wish:Teacher gives two Stars and a Wish:

Teacher writes:Teacher writes: I like this because…I like this because… I like this because…I like this because… Next time I wish that you would do this Next time I wish that you would do this

….because….….because….

Wiliams, D. (2008)

What is the value of What is the value of Student InvolvementStudent Involvement in in

Assessment?Assessment?


When students are involved in their When students are involved in their own assessment, own assessment, mistakes become mistakes become feedbackfeedback they can use to adjust what they can use to adjust what they are doing.they are doing.

When student mistakes are When student mistakes are identified by others and identified by others and feedback is feedback is limited to marks or letter gradeslimited to marks or letter grades, , students are less likely to know what students are less likely to know what to doto do differently next time. differently next time.

Black & Wiliam, 1998; Butler & Nisan, 1986; Butler, 1987; Shepard & Smith 1986-87


Co-constructing criteria for Co-constructing criteria for assessmentassessment with the studentswith the students changes the teaching and learning changes the teaching and learning environment.environment.

Having criteria for Having criteria for achieving the achieving the

learning targetslearning targets results in more results in more students being engaged and learning students being engaged and learning at higher levels.at higher levels.Jaslin, 2002; Sadier, 1989, 2005; Schmoker, 1996; Thome, 2001; Young, 2000


Self-assessment asks Self-assessment asks studentsstudents to to make make choiceschoices about what to focus on next in about what to focus on next in their learning.their learning.

When When students make choicesstudents make choices about about their learning, their learning, achievement increasesachievement increases

When choice is absent, learning When choice is absent, learning decreases.decreases.

Gearhardt & Wolfe, 1995; Harlen & Deakin-Crick, 2003; Jensen, 1998

Standard

1st day of learning a new topic

The Learning Journey……with teachers serving as the GPS system!

* Formative Strategy:* Formative Strategy: Engaging Students in Co-Engaging Students in Co-

creating Assessmentscreating AssessmentsSince it’s human nature to prefer doing what we want over Since it’s human nature to prefer doing what we want over

doing what we’re told to do, set up the assessment doing what we’re told to do, set up the assessment process so that students are taking charge of their own process so that students are taking charge of their own learning. learning.

1. Make a brainstormed list.1. Make a brainstormed list.

2. Sort and categorize the list.2. Sort and categorize the list.

3. Make and post a T-chart.3. Make and post a T-chart.

4. Use and revisit and revise.4. Use and revisit and revise.

When students participate in developing the standards of When students participate in developing the standards of quality that they must reach, they understand the quality that they must reach, they understand the learning expectations better and feel more committed learning expectations better and feel more committed and enthusiastic about striving to meet the criteria that and enthusiastic about striving to meet the criteria that they helped to set. they helped to set.

Anne Davies (2008)

** Co-creating Criteria Co-creating CriteriaYou try it…You try it…

Brainstorm ideas for evaluating a Brainstorm ideas for evaluating a formative assessmentformative assessment

Sort and categorizeSort and categorize Make and post a T chartMake and post a T chart Use and revisit and reviseUse and revisit and revise

Consider the Student Consider the Student Response to AssessmentResponse to Assessment

ProductiveProductive Response Response to Assessment to Assessment Results:Results:

I understand these I understand these resultsresults

I know what I need I know what I need to do nextto do next

I’m OKI’m OK I choose to keep I choose to keep

tryingtrying

CounterproductiveCounterproductive Hopeless Hopeless Response to Response to Results:Results:

I don’t understandI don’t understand I have no idea I have no idea

what to do nextwhat to do next I’m no good at this I’m no good at this

stuff anywaystuff anyway I give upI give up

Stiggins, R. (2008)

A few more ideas for A few more ideas for Formative Strategies…Formative Strategies…

Formative Strategy:Formative Strategy: Give Give less feedback and make less feedback and make

students more accountable:students more accountable: Example: Tell a student that 5 of Example: Tell a student that 5 of

their 20 problems are wrong but their 20 problems are wrong but don’t indicate which ones are wrongdon’t indicate which ones are wrong

Have students review their test and Have students review their test and find the errors and correct them……find the errors and correct them……either individually or with a partner.either individually or with a partner.

Wiliams, D. (2008)

Formative Strategy:Formative Strategy: Essay CommentaryEssay Commentary

Students create a written response or essay on a Students create a written response or essay on a current topic of studycurrent topic of study

Teacher writes descriptive feedback on a separate Teacher writes descriptive feedback on a separate piece of paper (small note size) but does NOT piece of paper (small note size) but does NOT attach feedback to the essayattach feedback to the essay

Teacher returns student essays to groups of 3 or 4 Teacher returns student essays to groups of 3 or 4 students along with the students along with the unattachedunattached feedback slips feedback slips

Teacher asks students to read each of the essays Teacher asks students to read each of the essays in their group, determine which feedback slip goes in their group, determine which feedback slip goes with which essay.with which essay.

After discussion with group members write a short After discussion with group members write a short summary of why each specific feedback went with summary of why each specific feedback went with each selected essay each selected essay

Wiliams, D. (2008)

•Formative Strategy:Formative Strategy: Choose a Choose a Quote That Speaks to You and Say Quote That Speaks to You and Say

Why Why (Either in 4 Corners or With Elbow Partner)(Either in 4 Corners or With Elbow Partner)

1.1. ““We have reached the tipping point; We either We have reached the tipping point; We either change our assessment beliefs and act change our assessment beliefs and act accordingly, or we doom struggling learners to accordingly, or we doom struggling learners to inevitable failure.” inevitable failure.” Stiggins (2008)Stiggins (2008)

2.2. ““Scores and grades are what kids use to see how Scores and grades are what kids use to see how they fit into the world.” they fit into the world.” Stiggins (2008)Stiggins (2008)

3.3. ““The greatest motivator is success…not The greatest motivator is success…not intimidation.” intimidation.” Stiggins (2008)Stiggins (2008)

4.4. ““Assessment always has more to do with helping Assessment always has more to do with helping students grow than with cataloging their students grow than with cataloging their mistakes.” mistakes.” Tomlinson (1999)Tomlinson (1999)

(Summary) * Formative (Summary) * Formative Strategy:Strategy: Whip Around Whip Around

Write 3 statements or facts that are Write 3 statements or facts that are important to you about formative important to you about formative assessmentsassessments

All stand and one at a time read your All stand and one at a time read your three statements three statements

If someone before you mentions one of If someone before you mentions one of yours cross it outyours cross it out

When all of your statements are When all of your statements are mentioned by you or someone else, sit mentioned by you or someone else, sit downdown

A Formative Evaluation A Formative Evaluation of This Sessionof This Session

Please give descriptive feedback for your Please give descriptive feedback for your learning experience today, so that I can learning experience today, so that I can improve the learning environment for improve the learning environment for you next time:you next time:

I liked ______ because….I liked ______ because…. I liked ______ because…I liked ______ because… Next time I wish you would_____ Next time I wish you would_____

because…because… Please do more of_______ because…Please do more of_______ because… Please do less of_________ because…Please do less of_________ because…

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