formative assessment
DESCRIPTION
Formative Assessment. What is Formative Assessment?. Formative assessment is a PROCESS used by teachers and students DURING instruction that provides FEEEDBACK TO ADJUST ongoing teaching and learning to IMPROVE students’ ACHIEVEMENT of intended instructional outcome. Popham,2008. - PowerPoint PPT PresentationTRANSCRIPT
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Formative Formative AssessmeAssessme
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What is Formative Assessment?
Formative assessment is a PROCESS used by teachers and students DURING instruction that provides FEEEDBACK TO ADJUST ongoing teaching and learning to IMPROVE students’ ACHIEVEMENT of intended instructional outcome. Popham,2008
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FORMATIVE ASSESSMENT
Assessments FOR learning happens Assessments FOR learning happens while learning is still underway.while 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
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ASSESSMENT PROCESS
Summative Assessment
(Assessment OF Learning)
Pre – Assessment
Formative Assessment
(Assessment FOR Learning)
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HOW DO YOU ASSESS?
List some ways you typically assess students in your classroom.
1.
2.
3.
4.
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The goal of Formative Assessment is to provide feedback to adjust learning, but NOT to assign a grade!
1.Learning Targets-Instructional Goal
2. Instruction- Learning Progressions
3. Measuring-Collect information about student
learning
4. Feedback-Promote action to set new goals or re-teach
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Formative Assessment Match
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Living Organisms
TEKS-5.9A Identify the way organisms live and survive in their ecosystem by interacting with living and non-living elements
BFARM- Bird, Fish, Amphibian, Reptile, Mammals
Students will classify organisms into groups such as living/non-living, vertebrates/invertebrates
and Students will classify vertebrates based on physical characteristics such as body
covering, habitat, warm/cold blooded,…
Learning Target:
Student understands that organisms can be classified into groups based on individual characteristics that allow them to meet their needs and survive in their environment.
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Formative Assessment
Concept Map- page 7
Odd One Out- page 9
I have a question, who has the answer? Page10
321 Cards- page 11
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Instructional Adjustments
1. What kind of assessment tool to use?
2. When to collect assessment evidence.
3. How many items to include in the assessment.
4. How to help students more accurately self-assess their understanding.
5. When to make an instructional adjustment
6. What kind of instructional adjustment to make.
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To Adjust, or Not to Adjust?
The teacher:1. Identify adjustment occasions-teacher decides when, during an
instructional sequence, adjustment decisions should be made.2. Select Formative Assessments- teacher chooses the formal or
informal assessment procedures to be used for each adjustment occasion.
3. Establish adjustment triggers- teacher determines in advance, what level of student performance will necessitate an instructional decision.
4. Make instructional adjustments- re-teach, or go on.
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WHEN DO YOU ASSESS?
Traditionally, teachers have assessed students at the end of an instructional unit or sequence.
However, when assessment and However, when assessment and instruction are interwoven, both instruction are interwoven, both the students and the teacher the students and the teacher benefit. benefit.
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The Assessment–Instruction Process
Summative Assessment
“making sure”
Pre – Assessment
“finding out”
Formative Assessment “checking
in” “feedback” “student involvement”
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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.
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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
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FORMATIVE ASSESSMENT
This Type of Assessment
is NOT about accountability…
it is about GETTING GETTING BETTERBETTER!!!!
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Formative Assessment Strategies
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
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SUMMATIVE ASSESSMENT
This type of assessment is a successful
end productend product and/or the
fulfilling of the pre-stated objective.
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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 mastery It is a means to determine a student’s mastery and understanding of information, skills, concepts, and understanding of information, skills, concepts, or processes.or processes.
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Summative Assessment Strategies
Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review
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Student Self-Evaluation
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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
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Is generally summative
Is an event that occurs after learning
Provides little specific feedback
Gives just one chance
Used to make high stakes decisions
Doles out rewards and punishments
Can misdiagnose student abilities
and instructional needs
Intimidates to force greater achievement
Changes instructional focus from
learning to higher test scores
Based on specific criteria shared with the student in language he/she can understand prior to the assignment
Teaches while assessing
Helps teachers provide more
focused instruction
Provides students with specific feedback
Identifies and validates strengths
Allows students to identify weak
areas and make decisions about how to manage
Allows students to be in charge of
their own learning
Builds in concept that quality work takes time and repeated practice based on feedback
Causes students to keep trying
#2
ASSESSMENT “FOR” LEARNING ASSESSMENT “OF” LEARNING