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Please go to Please go to http://npformative2.wikispaces.comhttp://npformative2.wikispaces.com

Click “Join This Space”Click “Join This Space”Sign in to (or create) Sign in to (or create)

your Wikispaces accountyour Wikispaces account

Also, please place your dots on the Also, please place your dots on the three charts on the wall.three charts on the wall.

WELCOMEWELCOME

Click “Before We Begin”Click “Before We Begin”

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Welcome to Effective Instruction Day 2!

• Visit the different posters.

• Place your dots on the continuum for each statement to reflect your use of feedback in the classroom.

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Formative Assessment: Feedback and

Checking for Understanding

Session 2In-Service Day PresentationNorth Penn School District

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Effective Instruction2008-2009 In-service Plan

• Session 1: Formative Assessment in the Classroom

• Session 2: Check for Understanding, Feedback

• Session 3: Formative Assessment Points in a Unit

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Today’s Objectives

• Understand the role of feedback in formative assessment

• Know the criteria for effective feedback that affects learning

• Create a plan for checking for understanding and providing feedback in a content area

• Deepen our understanding of CIA

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Sharing Your Work• Please go to the Live Broadcast link

on the wiki.

• Using the chat OR discussion board, please write… What worked and how do you know? What challenges occurred and how did

you overcome them? How did you use this assessment to adjust

your instruction?

Let’s hear what worked for you!

(10-15 minutes)

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Formative Assessment: Why?

“… students taught by teachers who used assessment for learning achieved in six or seven months what would otherwise have taken a year…”

- Dylan Wiliam

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Checking for Understanding:

Why?

“… knowing that six or seven students understand is not the same as knowing that 32 do…”

- Fisher and Frey, Checking for Understanding

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Think -Write -Pair -Share

Please go to the Think-Write-Pair Sharelink on the wiki and answer one of the two questions using the discussion boardprovided.

• What are the differences between active participation and formative assessment?

• What is the difference between spontaneous formative assessment and planned formative assessment?

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Formative Assessment Definition

• Formative assessment 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.

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Group Challenge!!Select a group

member to complete a mystery task.

While that person leaves the room, others add to the

chart in the front of the room.

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Role Play: CIAWhat data did you COLLECT as you watched the activity?

How did you INTERPRET that information?

How did you ACT to improve the chances of success?

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Reflection• Think about these prompts in order

to respond to the final question. When do you provide feedback to

your students?What kind of feedback do you

typically provide?What is your feedback based upon?

• How does feedback impact your students’ learning or performance?

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PMI- Plus, Minus, Interesting

• Go to the resources link of the wiki and click on the link to the article, “Feedback that Fits.”

• Right-click to open the PMI chart. Fill it in as follows:

• Plus – a part that enriches your understanding.

• Minus – a part that challenges your thinking about Feedback

• Interesting – a part that you find particularly interesting.

• Think about how this could play out in your classroom.

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Wrap-up: FeedbackWatch video clip and take note

of teacher feedback.

Karate Kid

Is the feedback specific? Timely? Criterion referenced?

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3-2-1 FeedbackOn an index card please write…

• 3 Concepts that today’s session validated from your prior understanding.

• 2 Ideas that you will use in the classroom.

• 1 Question you still have.

Place these cards on the desk near the door.

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ACT Feedback

• Announce your thinking (Metacognition)

• Connect student effort and result and/or what worked and why Feedback that is timely, specific and

helps student see the relationship between their efforts and the products, thinking, performances they produce

• Take the next step that moves the learning forward

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4 Steps to Check for Understanding

Step 4: ACT

“To be formative, assessment must include a recipe for future action…the goal is for the learner to use the information to make improvements.

Dylan Wiliam, 2004

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ACT Feedback—3 Examples

Interpret Results

Feedback to Promote Action

On Target “You are all right on target. A neighborhood is a place where people live, play and work together. Good job focusing this afternoon. Stick with me

now as we do this last part.”

Restate “Some of you have forgotten to use the factoring rules we reviewed at the beginning of class resulting in incomplete or incorrect answers. Listen to Julia as she explains number 9 and be ready to tell me what factoring rules

apply to this problem.”

Reteach “Many of you are confusing the present tense with the past tense when you are conjugating these verbs. Look up here as I review the three areas that distinguish the two tenses. Then we’ll return to this work.”

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ACT

What are some things you may do when some students get it and some do not?

Share with a partner OR… type your thoughts in the chat on the “Live Broadcast” page of the wiki.

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Application Time

• In the resources page of the wiki, open the document called “Application” and use itto develop one or two methods to check for understanding.

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Resources to Support Your Application

• www.npformative.wikispaces.com

• U drive effective instruction folder ASCD DI Tool Kit ASCD Formative Assessment Templates Checking for Understanding Strategies

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To Do Between now and March…• Use the checking for understanding

template and feedback PMI summary sheet.

• Reflect on how this use informed your instruction. What worked and how do you know? What challenges occurred and how did

you overcome them? How did you use this assessment to

adjust your instruction? What questions do you have?

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Self Assessment

• Please refer to the Pink Assessment card and mark your comfort level with a number “2” to indicate your knowledge or skill after this session.

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3-2-1 FeedbackOn an index card please write…

• 3 Concepts that today’s session validated from your prior understanding.

• 2 Ideas that you will use in the classroom.

• 1 Question you still have.

Place these cards on the desk near the door.

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