formative assessment to improve learninglcdilt

8/2/2019 Formative Assessment to Improve LearningLCDILT

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Bell RingerJot down an example of formative assessment that you

use in your classroom, keeping in mind:What did the assessment do for you as a teacher?What did it do for you as a student?

Partner Speaks:

Turn to a partner, talk throughthe ideas youve jotted down(one person speaks while theother is listen and then viceversa).

When we share, whole group,you will be asked to share yourpartners idea, not your own.


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Formative Assessment: LinkingAssessment, Instruction andLearning

Julia Rawlings

Kentucky Department of Education


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Todays Guiding Questions: How can Formative Assessment improve

student learning?

How can/does it inform/impact classroom

practices?

Keep in mind as we move through the presentation:

What is this doing for me as a teacher?

What is this doing for me as a student?


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Student-friendly Learning Target:

As a result of todays learning,I

will be able to effectivelyimplement formative

assessment strategies into my

classroom for the purpose ofincreased student achievement.


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The definition of formative assessment in practice

adopted by the Kentucky Department of

Education was developed through an in-depth

synthesis of research on formative assessmentby the Council of Chief State School Officers (of

which KDE is a member):

Formative Assessment is a process

used by teachers and students during

instruction that provides feedback to

adjust ongoing teaching and learning

to improve students achievement ofintended instructional outcomes.


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What is Formative AssessmentIn The Classroom?Formative assessment is the use of assessment to

give students and teachers feedback on student

ability levels and performance prior to and

duringinstruction.

An assessment is considered formative when the

feedback from learning activities is actually used to

adapt the teaching to meet the learner'sneeds and help students take control of their own

learning (self-assessment).


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Formative assessment is.. Prior to or during instruction

Discovering the effectiveness of the learningactivities

Feedback to teachers and students about

learning which is occurring while the actualteaching and learning is happening

Bottom line: teachers gatherassessment information about thestudents learning and then

respondto promote further learning


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What is Formative AssessmentIn The Classroom?Formal definition:

formative assessment is a self-reflective process that

intends to promote student attainment; the

bidirectional process between teacher and studentto enhance, recognize and respond to the learning.

An assessment is considered formative when the

feedback from learning activities is actually used to

adapt the teaching to meet the learner's needs and

help students take control of their own learning(self-assessment).


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H ow c a n F o rma t iv e A s s e ss m en timp rove s t uden t le a r n i n g ? Combines formative assessment techniques with

instruction for a specific teaching and learning purpose.

Students are learning as the teacher is gaining valuableinformation about their thinking that will inform instruction

AND provides feedback to students on their learning.

Students are self-assessing their learning. (Student knowwhere they are going, where they are now and how toclose the gap between the two.)

Formative assessment . . . allows you to addressindividual students or subgroups of students, to dig

deeper, and to make immediate adjustments to thecurriculum. Stuart Kahl, Measured Progress

If children dont learn the way we teach.perhaps weshould teach the way they learn. Eppig, 1981


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Formative assessment helps toanswers the following questions: What are my students current

skill and ability levels?

Are my students learning? Do they have the chance to

monitor their own progress

toward learning outcomes?


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Formative assessment helps toanswers the following questions:1) What is it we want all students to

learn?

2) How will we know when each student

has learned it?

3) What happens when a student doesnt

learn it?

4) What happens when a student already

knows it?


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The Five Key Attributes that renderFormative Assessment effective:Jot down what you feel are the five key attributes of

Formative Assessment

Think Pair Share:1st Think on your own about your ideas jot

2nd Pair up with your partner and discuss (share

discuss, clarify, and challenge each other)

3rd Share your thoughts with the larger group.


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Five Key Attributes Learning Progressions should clearly articulate

the sub-goals of the ultimate learning goal.

Learning Goals and Criteria for Success should be clearly identified and communicated tostudents

Descriptive Feedback students should beprovided with evidence-based feedback that is linked tothe intended instructional outcomes and criteria forsuccess

Self- and Peer-Assessment both are importantfor providing students an opportunity to think meta-cognitively about their learning

Collaboration a classroom culture in which teachersand students are partners in learning should be

established.


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Twenty Purposes for UsingFormative Assessment in theClassroom: Activate thinking and engage students in learning Makes students ideas explicit to themselves and the teacher Challenge students existing ideas and encourage intellectual curiosity

Encourage continuous reflection on teaching and learning

Help student consider alternative viewpoints

Provide a stimulus for discussion and argumentation/debate

Help students recognize when they have learned or not learned something

Encourage students to ask better questions and provide thoughtful responses Provide starting points for student exploration of ideas

Aid formal concept development and transfer

Determine if students can apply ideas to new situations

Differentiate instruction for individuals or groups of students

Promote the use of academic language in learning

Evaluate the effectiveness of a lesson

Help students develop self-assessment and peer assessments skills

Give and use feedback (student to student, teacher to student, and student toteacher)

Encourage social construction of ideas

Inform immediate or later adjustments to instruction

Encourage and include participation of all learners

Increase comfort in makin ones own ideas ublic


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Research and FACTs Principle 1: If students initial understanding is not

engaged, they may fail to grasp new concepts andinformation presented in the classroom, or they maylearn them for purposes of a test but revert to theirpreconceptions.

Principle 2: To develop competence in an area, studentsmust (a) have a deep foundation of factual knowledge,(b) understand facts and ideas in the context of aconceptual framework, and (c) organize knowledge inways that facilitate retrieval and application.

Principle 3: A metacognitive approach to instruction can

help students learn to take control of their own learningby defining learning goals and monitoring their progressin achieveing them.


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Integrating Formative Assessmentwith Instruction and Learning Engagement and Readiness

Eliciting Prior Knowledge

Exploration and Discovery

Concept and Skill Development

Concept and Skill Transfer

Reflection and Self-Assessment

..Connections to assessment, connections to

instruction and connections to learning


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Todays formative assessmentstrategies: Partner Speaks (bell ringer)

Sticky Bars (vignettes) or Agreement Circles

Card Sort (closed and open)

Concept Cartoons Human Scatterplots

Odd One Out

Four Corners

Traffic Lights (cards, cups, dots) Three-Two-One


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Vignettes Is It or Isnt It Formative Assessment?Working in pairs, read each vignette and decide if it is or

isnt an example of formative assessment record your

response to each one, individually, on a sticky note.

Post your sticky notes on the chart paper with the respective

vignette number on it.

Sticky Bars an anonymous way for teachers see classresponses, to make students ideas public and allow

students to see differing responses.

Another option Agreement Circles students stand in a

circle as you read the vignette aloud, have people who

AGREE move to the center, they face their peers still

standing in the circle and match themselves up with

those who DISAGREE, small groups engage in

discussion to defend their thinking (after hearing defense,

students can reposition themselves) the idea is to get

everyone inside or on the circumference of the circle.


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Vignettes Key AttributesAt your table group, you will each be reading the same

vignette (which are actual examples from around the

U.S.).

Individually, you will record which one (or more) of the five

key attributes are present in the vignette. RECORD this

in the I THINK column of your I think/We think paper.

As a group, you will share out and compare your ideas and

formulate the WE THINK column together.

This strategy allows students to first think on their own and

then, based on group sharing and clarification the groupthinking (which may be different than their own) self-

assessment.


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Commit and Toss Anonymous technique used to get a quick read

on the different ideas students have in class.

This is a very safe formative assessment

(sense of relief, Im not alone, see the wrong

answers can be just as valuable, etc.).


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Commit and Toss (or fold)Emma is standing 3 meters away from a regular

mirror placed flat on the wall. She can see her

body from the waist up in the mirror. She steps

forward so she is 1 meter away from the mirror.

How will this affect how much of her body shecan see in the mirror?

A. She will see less of her body.

B. She will see more of her body.

C. She will see the same amount.


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Card Sort Choose a set of terms related to your content

Have students group or sort the terms based

on their own system, characteristic or category.

Sort based on your own preexisting ideas about

the concept.

Discuss with your partner why they should be

grouped a specific way.


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shoemaker

knitting

confidential mudexpostulation

dispatch

grave

blunderbuss

revolution

England

violentepoch

Tale of Two Cities

Book the First: Recalled to LifeInstructions: Group the following words into categories. If you dont know the meaning of a

word, you must do your best to use your groups shared knowledge to figure it out.. Each

word must be used once. After you group the words, label each category appropriately.

(Categories must be based on the word meanings, not other characteristics.) Write asentence on the label card that summarizes why you think those words belong together.


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Concept Cartoons

Cartoon drawings that visually depict children or

adults sharing their ideas about common,

everyday phenomena.

Students decide which character from a cartoon

they agree with most and why.

Discussions arise from their selection and their

ability to justify the response theyve chosen(sometimes there is no single right answer)


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Concept Cartoon: Seeds in the darkJan said the seeds wont start to grow if I put them

in the dark cupboard.

Mark said they will start to grow better under abright light.

Andy said the amount of light doesnt make any

difference.

Caroline said they will start to grow better in the

dark.


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Human Scatterplots Quick, visual way for teachers and students to

get an immediate classroom snapshot of

students thinking and the level of confidence

students have in their ideas.

For each response a student can choose from,

they also have to choose the degree of

understanding they have for the response.


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Sophies WeightSophie stood with both feet on the bathroom scale.

She recorded her weight. She lifted her left footand stood on the scale with only one foot on it.

Which best describes what happened to the

reading on the scale?

A. The weight shown on the scale increased.

B. The weight shown on the scale decreased.

C. The weight shown on the scale stayed thesame.

Explain your thinking. Describe the reason for the

answer you selected.


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Odd One Out Combines similar items and challenges students

to choose which item in the group does not

belong. Students are then asked to justify their

reason for selecting the item that does not fit with

the others.


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Scientific Terminology InventoryProbe STIPs are short, simple questionnaires that

ascertain students familiarity with a term.

Students select a response based on their level

of familiarity.

If students claim to be familiar, they provide a

description to reveal the extent to which they

connect conceptual understanding to

terminology.


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Interest ScaleThis FA is a way to gauge students interest in the

topic being taught.

Using sticky notes, with student names or initials,place their note along the scale for their amount

of interest in the topic.

This strategy helps teacher to spot students whomay be disengaged and need differentiation for

motivating and interesting them in learning.


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Muddiest PointTeacher asks students to jot down what the most

difficult or confusing part of a lesson was for

them.

Now, its your turn to tell me the muddiest point for

todays lesson and put them into the muddy

points basket.


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Traffic Lights (cards, cups,dots) Used to determine students levels of

understanding

Students are given three different colored cards,cups or dots, asked to self-assess their

understanding about concepts or skills they arelearning, and hold up (card), place on top (cups)or sticker (dots) what best matches theirunderstanding

-Red STOP, I need help!

-Yellow HELP, Im not sure about this!

-Green Im good to go with this topic!


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Discussion and Debrief:How can /doe s it in f o rm/ impa c tc l a s s room p r a c t ic e s ? What did this formative assessment do for

me as a teacher?

Discovered misconceptions of group or individuals

Uncovered students thinking about the concept

Based on student thinking, I will re-teach or move on based onstudent responses

Provides information/basis forhow to re-teach

Provides teachable moments

What did this formative assessment do forme as a student?

Allowed me to see others thoughts on the concept

Allowed me to re-evaluate my own thinking

Allowed me to take control of my own learning


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Student-friendly Learning Target:

As a result of todays learning,I

can effectively implementformative assessment strategies

into my classroom for the

purpose of increased studentachievement.


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Three Two One This provides a structured way for students to

reflect on their learning.

Students respond in writing to three reflective

prompts; providing six response

-three of the first

-two of the second

-one final reflection


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PROFESSIONAL LEARNINGCOMMUNITIES

The Overview and Structure


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Four week structured process: Week 1 deconstruction of standards and

creating congruent student friendly learning

targets.

Week 2 assessments to measure mastery of

the deconstructed standards

Week 3 Constructing/critiquing instructional

activities congruent with deconstructed

standards

Week 4 Analysis of student work and analysis

of assessment results


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Week 1 Facilitator will guide teachers through the

deconstruction process using district protocol

(knowledge, reasoning, skills, products)

Once standards are deconstructed, teachers will

create student friendly learning targets from thedeconstructed standards

Use the deconstructed standards to create a

draft of a KCCT-like assessment (MC and ORQ)


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Week 2 Each member will bring their draft assessment

for review

Using the assessment protocol sheet, each

teacher will review another teachers draft

assessment.

Teachers will provide written (protocol sheet)

feedback of the assessment they reviewed.


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Week 3 Teachers will bring an instructional activity for

the deconstructed standards.

Each member will share the activity they

brought.

Team members will provide feedback using the

quality instruction protocol sheet.


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Week 4 Teachers will bring a completed item analysis for

a recent assessment (item analysis sheet) and a

few examples of student work (student work

protocol sheet) from the unit.

Teachers will work with a partner and follow thesteps of the student work protocol sheet.

Teachers will participate in debriefing around the

item analysis and student work protocol sheets.


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Any questions, comments, clarifications?

What information do you still need

regarding formative assessment in theclassroom? PLCs?
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