formative assessment: enabling learning assessment: enabling learning ... provides real time...
TRANSCRIPT
Dr. Anne M. CollinsLesley University,
Cambridge, MA
Formative Assessment:
Enabling Learning
Formative assessment is an on-going process!
Students and teachers alike benefit from effective formative assessment!
ASSESSES PRIOR KNOWLEDGE
PROVIDES REAL TIME FEEDBACK
ASSESSES DAILY PROGRESS
INFORMS INSTRUCTION
Is on-going and designed to improve teaching and learning
Formative Assessment
Three Formative Assessment Strategies
Conjecture Boards
Observation Protocols
Feedback
Assess students’ understandings, partial understandings, and misconceptions.
Range Questions
Ass
ess
ing
Pri
or
Kn
ow
led
ge
Record student responses on a conjecture board
Pose a range question
Conjecture boards
Conjectures are ideas that have to be proven to be always true. (Leila grade 3)
Grade 3 Student Responses
• Takes the question to an answer
• One side equal to the other
• The answer to a question
• Sign that shows a sum
• Sign that shows the same amount
• Left side is the same as the right side
• Have the same amount but don’t look the same
Conjecture Board
Grade 3 Student Revisions
• Takes the question to an answer
• One side equal to the other
• The answer to a question
• Sign that shows a sum
3 x 4 = 12
• Sign that shows the same amount
• Left side has the is the same value as the right side
• Have the same amount but don’t look the same
2 = 2
Conjecture Board
Yet, if students think that numbers are adjectives that tell what quantity of something then in algebra it makes sense to combine 2a + 4 + 3a to get 5a + 4.
Sample Range Question
Grade 5 Student Responses
• Space
• l x w x h
• Base times height
• Area
• Amount of something
Conjecture Board
Grade 5 Student Revisions
• Space
• l x w x h only for rectangular
prisms
• base times height
• Area
• Amount of something
• Layers
• Area of the base time height
• β x h
• Capacity
Conjecture Board
Lesson On Circles
• Pose the following “RANGE” question:
Tell me everything you know about a circle.
Conjecture Board Responses
• “It’s something round”
• “You need pi to measure the area and circumference.”
• “It has no beginning and no ending.”
• It is curved.
• It has not sharp edges.
Teacher Action
• Based upon student conjectures this teacher must take some action to address the students lack of foundational understanding of circles.
Index Card With Center Point
Draw as many six-inch line segments as possible through the center point so there is an equivalent length on either side of the point.
Assess what students learned during the day’s lesson. Informs the next day’s lesson
Exit Cards/Tickets to Leave
Exit Cards
• Exit cards assess conceptual understanding
• Exit cards assess procedural skills
• Exit cards inform the next instructional session
Sample Exit Card
Which operation gives a greater numerical answer MULTIPLICATION or DIVISION?
Exit Question/Ticket to Leave
Without using a pen or pencil to do the
math, which answer do you predict will be
greater?
Dr. Anne M. Collins Lesley University [email protected]
Information on Exit Cards/Tickets to Leave
Can and should be used to inform the next day’s lesson.
HOW MIGHT YOU ADDRESS THE MISCONCEPTIONS ABOUT DIVISION AND MULTIPLICATION (OF FRACTIONS? OF WHOLE NUMBERS)
Provide guidance on how to improve (strategies, tips, suggestions, reflective questioning, etc.)
Can you tell me what you were thinking when you…
I like the way you wrote that expression but can you tell me …
You are on the right track but can you …
Feedback
Feedback that the teacher provides to students is also an essential resource so the students can take active steps to advance their own learning.
Partial Sums/Combining Like Terms
26 20 +6 2a + 668 60 + 8 6a + 8 80 80 +14 8a + 1414 9494
Partial Products/Multiplying BinomialsDistributive Property
26 20 +6 2a + 6
x 68 x60 + 8 x6a + 8
48 48 48
160 160 16a
360 360 36a
1200 1200 12a2
1768 1768 12a2 + 52a + 48
TEACHER ROLES
Provide students with feedback and rubrics so they know how their work will be assessed
Feedback Timing
• Returning a test or assignment the next day
• Giving immediate oral responses to questions of fact
• Giving immediate oral responses to student misconceptions
• Providing flash cards (which give immediate right/wrong feedback) for studying facts
• Returning a test or assignment two weeks after it is completed
• Ignoring errors or misconceptions (thereby implying acceptance)
• Going over a test or assignment when the unit is over and there is no opportunity to show improvement
Good Timing Bad Timing
• Design lessons in which students use feedback on previous work to produce better work.
– Provide opportunities to redo assignments. (Comparing a rough draft to the rubric/criteria/exemplar.)
– Give new but similar assignments for the same learning targets.
– Give opportunities for students to make the connection between the feedback they received and the improvement in their work.
Teacher Roles
Teachers must be:
• Clear about the intended learning goals for the lesson;
• Achieve maximum transparency for students;
This means:
• Focus on what students will learn NOT on what they will do;
• Share the learning goal or actively create it with students;
Teacher Roles continued
Teachers must:
• Communicate the indicators of progress;
• Decide how to gather evidence about student learning;
This means
• Determine indicators with the students;
• Evidence of emergent learning should yield information that is actionable by both the teacher and the students
EVIDENCE COLLECTION
is a systematic process andneeds to be planned so that teachers have
a constant stream of information tied to indicators of progress
OBSERVATION PROTOCOLS
DESIGNED TO COLLECT EVIDENCE FOR EACH STUDENT’S STRENGTHS AND WEAKNESSES!
Observational Protocol Categories
•
Dr. Anne M. Collins Lesley University [email protected]
Student Problem Solving Strategies
Accurate Computation
Uses Multiple Representations
Justifies solutions
STUDENTS MUST HAVE ROUTINE ACCESS TO THE CRITERIA AND STANDARDS FOR THE TASK THEY NEED TO MASTER; THEY MUST HAVE FEEDBACK IN THEIR ATTEMPTS TO MASTER THOSE TASKS
Grant Wiggins
THEY MUST HAVE OPPORTUNITIES TO USE THE FEEDBACK TO REVISE WORK AND RESUBMIT IT FOR EVALUATION AGAINST THE STANDARD.
Grant Wiggins
STUDENT ROLES
Students take an active role in evaluating their own progress towards their learning
goals.
Student Roles
Students must:
• engage in self-assessment
• provide peer-assessment.
This means
• students engage in metacognitive activity, a hallmark of effective learning.
• students give feedback that is intended to be constructive and help their peers make progress toward the lesson goal.
PEER FEEDBACK
• Peer feedback has a number of advantages
• It involves thinking about learning
• It can deepen students’ understanding of their own learning
– because they have to internalize the learning goal and progress indicators in the context of someone else’s work.
In Conclusion
• Formative assessment is not a test
• Formative assessment is an approach to teaching and learning that uses feedback as its centerpiece in a supportive classroom context
• Formative assessment is a practice that empowers teachers and students to give their best to enable learning
Resources and Additional Reading
• Black PJ and Wiliam D (1998), Assessment and Classroom Learning. Assessment in Education: Principles, Policy and Practice, 5, 7–73.
• Collins, A. 2012. Using Classroom Assessment to improve Student Learning. NCTM. Reston, VA
• Hattie J and Timperely H (2007), The Power of Feedback. Review of Educational Research, 77, 81–112.
Resources and Additional Readings
• Heritage, M. 2011. Formative Assessment: Enabling Learning: An enabler of learning. Better: Evidence-based Education. Spring 18-19.