formative assessment
TRANSCRIPT
FORMATIVE ASSESSMENT
By: Michelle Osborn
What is Formative Assessment?
Continual, explicit feedback to students.
Assists students in answering three questions: Where am I going? Where am I now? How can I close the gap between the two?
To ensure students can bridge the gap between the two feedback must be descriptive and specific.
Five Attributes of Effective Formative Assessment
Learning Progressions Show course students should follow to achieve
goals Short-term goals Sub-goals
Learning Goals and Criteria for Success Clearly identified and communicated to
students Explained in user friendly language
Five Attributes Continued…
Descriptive Feedback Evidence based feedback Learner specific
Self and Peer-Assessment Enables students to take responsibility for their
learning
Collaboration Partners in learning
Strategies for Formative Assessment
The Clinical Interview – Part 1 Asses students
Quick computational problems
http://www.learnnc.org/lp/editions/pcmath/1253
Analysis: Student had developed number sense
Strategies Continued…
The Clinical Interview – Part 2 Photo Enlargement Problem
Analysis: Significant student recognized task and set up proportion
Strategies Continued…
The Clinical Interview – Part 3
Pool/Walkway Problem : A swimming pool in the shape of a rectangle is surrounded by a 3 foot wide walkway. The pool is 32 feet long. How long would a fence have to be to enclose the walkway and the pool?
Analysis: Mathematical reasoning not strong
Strategies Continued…
The Clinical Interview Parts 4 thru 6 Additional
mathematical problems: Visualizing halves Large and small cubes Fractions and decimals
Analysis: Student lacks mathematical reasoning.
Strategies Continued…
Assess the Learning Process
Ask different types of questions Comprehension Questions Kinesthetic Questions Visual Questions Analytical Questions
Grading Rubric
Strategies Continued…
Listening While You Work Allow time for students to react to their
experiences
Have students describe their prior knowledge Informal brainstorming
Listen to students respond to open-ended assessments
Strategies Continued…
Make Connections Between Concepts
Connect the puzzle pieces
Make time in class for students to respond
Ask your students what is working and what is not
References
Buher, Gretchen & Walbert, David. Assessing The Learning Process. LEARN North Carolina, Available on the web at www.learnnc.org/lp/pages/645. (accessed March 15, 2010)
Coffey, Heather. Formative Assessment. LEARN North Carolina, Available on the web at www.learnnc.org/lp/pages/5212. (accessed March 15, 2010)
Smith Johnson, Kristi. Listening While You Work: Using informal assessments to inform your instruction. LEARN North Carolina, Available on the web at www.learnnc.org/lp/pages/260. (accessed March 15, 2010)
Smith Johnson, Kristi. Making Connections between Concepts. LEARN North Carolina, Available on the web at www.learnnc.org/lp/pages/261. (accessed March 15, 2010)
Walbert, David. The Clinical Interview. LEARN North Carolina, Available on the web at www.learnnc.org/lp/pages/786. (accessed March 15, 2010)