Formative AssessmentPresented by: Mike Zellmer

Formative AssessmentPresented by: Mike Zellmer

Franklin Summer AcademyJune 16 - June 19, 2009

Franklin Summer AcademyJune 16 - June 19, 2009

Learning TargetsLearning Targets

1. Understand formative assessment terminology, definitions, and research.

2. Determine the appropriate combination of assessments to use with formative assessment in your assessment plan.

3. Understand and apply effective student feedback strategies.

4. Effectively use on-line resources to develop assessment plans and strategies for projects.

In Addition...In Addition...

•To be able to explain that formative assessment is a To be able to explain that formative assessment is a tool used on a frequent basis that informs the tool used on a frequent basis that informs the teacher, and student, where that student is in relation teacher, and student, where that student is in relation to the learning target and established performance to the learning target and established performance criteria. criteria. •To consistently utilize formative strategies in the To consistently utilize formative strategies in the classroom and modify instructional planning classroom and modify instructional planning according to student performance.according to student performance.

Basic TerminologyBasic Terminology

Assessment - MeaningAssessment - Meaning

as sess (ses') v.t.[late ME < ML Lassess (us) ptp. ofassidere (ad + sedere)]to sit down beside

Assessment Timeline/PlanAssessment Timeline/Plan

Assessment Plan - TemplateAssessment Plan - Template

Pre-Assessment

Formative Assessments

Growth Assessments

Final Product Assessments

Assessment Plan - TemplateAssessment Plan - Template

Pre-Assessment

Formative Assessments

Growth Assessments

Final Product Assessments

DefinitionDefinition

Rick StigginsUsing many different assessment methods to provide students, teachers, and parents with a continuous stream of evidence of student progress in mastering the knowledge and skills that underpin or lead up to state standards.

Students learn about achievement expectations from the beginning.Students study samples of strong and weak work.Students see and understand the scaffold they will be climbing as they approach the expectations.Students partner with their teacher to continuously monitor their current level of attainment in relation to the expectationsStudents set goals for what to learn next and thus play a role in their own progress. Students communicate evidence of their learning all along the journey to

success. Students are inside the assessment process, watching themselves

grow.

DefinitionDefinition

Qualifications and Curriculum Authority (QCA) (UK)Assessment for learning involves using assessment in the classroom to raise pupils’ achievement. It is based on the idea that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim (or close the gap in their knowledge).

ShortcutAssessment For Learning is formative assessment with a strong student involvement component added.

Know Student’s Thinking To Clear Up Misconceptions

Know Student’s Thinking To Clear Up Misconceptions

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Tell me and I’ll forget.

Show me and I’ll remember.

Involve me and I’ll understand.-Confucius

Research -Based Features of Formative Assessment

Research -Based Features of Formative Assessment

•Actively involving children in their own learning.

•Providing Effective Feedback to Children.

•Recognizing the impact of assessment on children’s motivation and self-esteem.

•Children assessing themselves on how to improve.

•Adjusting teaching based on the results of assessment.

Five Key StrategiesFive Key Strategies

Questioning Engineering effective classroom discussions, questions, and learning tasks

Feedback Moving learners forward with feedback

Sharing Learning Expectations Clarifying and sharing learning intentions and criteria for success

Self Assessment Activating students as the owners of their own learning

Peer Assessment Activating students as instructional resources for one another

MetaphorsMetaphors

A pilot guides a plane or boat toward its destination by taking constant readings and making careful adjustments in response to wind, currents, weather, etc.An AFL teacher does the same:

Plans a carefully chosen route ahead of time (in essence determining the targets)Takes readings along the way Changes course as conditions dictate

Formative Assessment - Process

Formative Assessment - Process

1. Understand the learning TARGET.

2. Produce WORK.

3. COMPARE performance with the learning target.

4. EVALUATE strengths and weaknesses.

5. Give FEEDBACK for improvement.

6. Close the GAP (possibly in increments)

Formative Assessment - Process

Formative Assessment - Process

1. Provide a clear and understandable vision of the learning TARGET.

2. Use EXAMPLES of strong and weak work.

3. Offer descriptive FEEDBACK

4. Teach students to SELF-ASSESS and to set GOALS.

5. Design lessons to focus on ONE ASPECT of quality at a time.

6. Teach students focused REVISION.

7. Engage students in SELF-REFLECTION and let them keep track of and share their learning.

Stiggins: Stu. Involvement, Obligation, Habit, 7 Steps

Stiggins: Stu. Involvement, Obligation, Habit, 7 Steps

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Requires Changing Habits; Not Adding Knowledge

Requires Changing Habits; Not Adding Knowledge

- Teachers “know” most of this already- So the problem is not a lack of knowledge- It’s a lack of understanding what it means to do AfL- That’s why telling teachers what to do doesn’t work-Experience alone is not enough—if it were, then the most experienced teachers would be the best teachers—we know that’s not true (Hanushek, 2005) -People need to reflect on their experiences in systematic ways that build their accessible knowledge base, learn from mistakes, etc. (Bransford, Brown & Cocking, 1999)

Formative Assessment - Process

Formative Assessment - Process

Teacher & Student Responsibilities

Teacher & Student Responsibilities

Why Formative Assessment?Why Formative Assessment?

Why assessment for learning?Several major reviews of the research

Natriello (1987): grades K-12Crooks (1988): grades K-12Kluger & DeNisi (1996): grades K-16, workBlack & Wiliam (1998): K-12Nyquist (2003): grades 13-16

All find consistent, substantial effects

Cost Effective ComparisonsCost Effective Comparisons

Intervention Extra months of learning/yr Cost/yr

Class-size reduction by 30% 3 $30k

(e.g., from 30 to 20)

Increase teacher content

knowledge from weak to strong

(2 standard deviations) 1.5 ?

Formative assessment/

Assessment for learning 6 to 9 $3k

What the Experts SayWhat the Experts Say

“The assessments best suited to guide improvements in instruction and student learning are the quizzes, tests, writing assignments, and other assessments teachers administer on a regular basis in their classrooms. Teachers trust the results from these assessments because they relate directly to instructional goals in the classroom.” - Thomas Guskey

What the Experts SayWhat the Experts Say

“When students are involved in the assessment process they learn more, achieve at higher levels, and are more motivated. This is called formative assessment because the assessment is used to impact learning - not merely as a measure of what was learned.”

- Anne Davies

What the Experts SayWhat the Experts Say

“It should be self-evident that accurate assessments lead to better instructional decisions than do inaccurate assessments. Descriptive feedback provided to students who understand the target will power them toward success far more productively than will judgmental feedback in the form of grades, for example. This is especially true for struggling learners.” - Rick Stiggins

Teachers Talk About Formative Assessment

Teachers Talk About Formative Assessment

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FeedbackFeedback

“Assessment is a reflection of values. Our assessment policies put into action our beliefs about the ability of all students to succeed. Our assessment practices reflect our beliefs about the use of feedback to improve instruction.”

- Doug Reeves

FeedbackFeedback

“As a result of reviewing 8,000 studies, Hattie (1992) found that the most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback.’”

-Robert Marzano

Helping Students Use Feedback

Helping Students Use Feedback

Helping Students Use Feedback

Helping Students Use Feedback

• Ideally, both self-assessment (internal feedback) and teacher feedback (external feedback) should help students control their learning.

• New concepts and skills > More teacher regulation. Then strategies that you suggest and model will become part of the students’ repertoire.

• Gradually, more and more self-assessment should occur. Students come up with their own learning strategies, and less teacher feedback is given.

Key QuestionKey Question

Best Kinds of FeedbackBest Kinds of Feedback

Example in Conference FormatExample in Conference Format

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