getting started with common formative...

Getting Started With Common Formative Assessment

(Slides)

Kim Bailey

Getting Started With Common Formative Assessment

PLC Institute Kim Bailey [email protected]

[email protected]

[email protected]

© Bailey 2012. solution-tree.comDo not duplicate. 1

Session goals

  Examine the role of CFAs within the work of professional learning communities.

  Review the big ideas and outline the process for designing common formative assessments.

  Discuss potential next steps for your school or team.

© Bailey 2012. solution-tree.comDo not duplicate.2

“I taught a great lesson but the wrong class came.”

—Anonymous

To ensure a guaranteed and viable curriculum … Teams should be able to answer the following questions:

  What do we want students to know and be able to do?

  How will we know they are learning?

  How will we respond when they aren’t learning?

  How will we respond when they already learned it?


In a nutshell, teams collectively …   Decide what’s important to teach.

  Decide how they’ll know that students learned it.

  Decide what they’ll do if they don’t learn it or if they already know it.

  Do it … study it … tweak it and keep the cycle going.

How do we answer question 2 …?

At the team level?

At the classroom

level?


Classroom Assessments Common Formative

Assessments

Benchmark Assessments

State/ External

Assessments

Examples of practice

Worksheets, clickers, white boards, exit slips, conferences

Final exams, final projects

Tasks assessed with rubrics, short quizzes, common worksheets, clickers

Quarterly tests or performances, writing samples

State tests, ACT, SAT, AP exams

Formative or summative?

Very formative

More summative Very formative More

summative Summative

Whose responsibility?

Classroom teachers

Classroom teachers

Collaborative teams at each school

District teams of representative teachers

An external group of “experts”

Purpose Immediate feedback

To give a grade

Possible Tier 2 intervention

To know how to respond after initial teaching. Tier 1 response

To look at curriculum, instructional strategies and pacing. Tier 2 response for students still experiencing difficulty.

To determine whether curriculum, instructional strategies, pacing were appropriate

—Bailey & Jackicic, Common Formative Assessment: A Toolkit for Professional Learning Communities at Work (2011)

Formative assessment defined

“Formative assessment is a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional practices or by students to adjust their current learning tactics.”

—Popham,Transformative Assessment (2008), p. 6


Any assessment given by two or more teachers with the intention of collaboratively examining the results for:

  Shared learning

  Instructional planning for individual students

  Curriculum, instruction, and/or assessment modifications

Common formative assessment defined

As we get started, I am wondering …


Side benefits of CFAs

  Bring about collective clarity on what kids should know and do  Guaranteed and viable curriculum

 Trickles down to the student

  Aligned to what teachers are actually teaching (based on agreement about what students should be learning)  Embedded into instruction—not major “events”

  Tipping point for team—purpose, results

Monitoring along the way

Where are we starting?

Where did we end up?

•  Are we moving in the right direction? •  Are we going at the necessary pace? •  Are we leaving anyone behind?


What do we really want students to

know and be able to do?

How will we know students are

learning (before it’s too late)?

What are research-based practices that will lead to student

learning of Common Core, including 21st

century skills?

How do we respond when they aren’t

learning, or if they already know it?

Meaningful Collaboration for Alignment With Common Core Standards

Participate in ongoing knowledge-driven decision making and implementation of curricular adjustments and/or interventions) using the data from common assessments and the examination of student work.

Using the “end in mind,” develop common

summative and formative assessments that

integrate the skills and concepts that are most

essential, in other words, your guaranteed and

viable curriculum.

Identify and “unwrap” essential Common Core

Standards to establish collective understanding

about the skills and concepts that lead to a guaranteed and

viable curriculum that prepares our students for

college and career.

Design and deliver effective Instruction and assessment that leads to the attainment of the Common Core, utilizing best instructional practices, including integrated technology, inquiry, etc.

The big idea about assessment in an aligned instructional system ...

If we think certain skills and concepts are important, then we need to monitor their attainment.

assessment instructiona


Instructionally actionable data

Example:

Capistrano Unified School District


Example: Capistrano Unified School District

Exit cards

Explain the difference between prime and composite numbers. You may wish to give some examples as part of your explanation.


Common exit cards: Ticket out the door

We have been learning about the greenhouse effect. Explain your understanding of this important environmental issue.

What questions do you have about this topic?

Agree– disagree statements s

—Keeley, Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning (2008)


www.voicethread.com

A simplified view of the process

Learning Target(s)

Learning Target(s)

Learning Target(s)

Sum

mative A

ssessmen

t of th

e Stand

ards

Knowledge/Concepts and Skills

Corrective Instruction

CFA Extension/ Enrichment Corrective

Instruction CFA

Extension/ Enrichment

Corrective Instruction

CFA

Extension/ Enrichment E

ssen

tial

Sta

nd

ard

s A

ddre

ssed

in

the

Un

it o

f In

stru

ctio

n


Bigger is not better.

Big Idea 1

More often is better.

Big Idea 2


How often should you give common formative assessments? Goldilocks’ approach:  Enough to gain useful information

 Not so much that it overwhelms

You don’t need to reinvent the wheel, but you do need to kick the tires.

Big Idea 3


Use your professional filters

  Assessment and test are not the same thing.

  Using published or previously developed tests are not prohibited, but don’t blindly accept their quality or appropriateness.   Review collaboratively before using.   Exercise professional judgment.

If you don’t use common formative assessments to make a difference in student learning, the assessments are summative.

Big Idea 4


Common formative assessments aren’t necessarily about grading, but they are about feedback.

Big Idea 5

Formative or summative?

What happens after the test has been given will truly determine whether or not it is being used as a formative assessment.

If the assessment is used to ensure students experiencing difficulty are given additional time and support and additional opportunities to demonstrate their learning, it is formative. If additional support is not forthcoming, it is summative.

(DuFour, DuFour, Eaker, & Many, Learning by Doing, 2010)


Looking at the design process

Identify essential learning outcomes and power standards.

Unwrap the standards.*

Develop accurate and aligned assessment items.

Establish proficiency levels.

Sequence of work for teams

What standards do we emphasize in our instruction, assessment, and intervention?

What skills and concepts do we feel are absolutely essential?

Identify power standards.


Critical questions teams ask

  What do we want students to know and be able to do?

  How will we know if they can?

  What will we do if they can’t?

  What will we do if they already can?

—DuFour, DuFour, & Eaker, Revisiting Professional Learning Communities at Work: New Insights for Improving Schools (2008)

Identifying the filters

Readiness

Leverage Endurance

Nice to know

Essential (power)


The case for unwrapping

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.

Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

  What students should know (nouns)

  What students should be able to do (verbs)

  Critical vocabulary and academic language

  Any criteria or conditions referenced

Unwrapping the Standards to Reveal Learning Targets


Knowledge

What simple and

complex concepts

do we want them to

understand?

What inform

ation

should they

know

?

Skill

What do we want

them to be able to do?

How will they

apply their

knowledge?


Process for highlighting

  Circle the verbs: These are the skills we want students to be able to do.

  Underline the important nouns: These are the concepts, big ideas, and knowledge we want students to know and understand.

  Bracket any context or conditions in which students demonstrate their knowledge and skills.

  Identify key vocabulary or academic language.

Second grade math example

M.O.2.1.1 read, write, order, and compare numbers to 1,000 using multiple strategies (e.g., symbols, manipulatives, number line).

Concepts Skills •  Whole numbers to 1,000 •  Less than, greater than

Read Compare Write Order

Context/conditions: Multiple strategies

Vocabulary/academic language: Less than, equal to, greater than

First Swipe …


M.O.2.1.1 read, write, order, and compare numbers to 1,000 using

multiple strategies (e.g., symbols, manipulatives, number line). Unwrapping Sample

Concepts

•  Whole numbers to 1,000 (What do they look like numerically? Symbolically?)

•  Symbols for less than, greater than •  Each digit represents ten times larger number (place value) •  Principles for using a number line

Skills

•  Read numerals •  Read symbolic representations of numbers (e.g., sticks, cubes) •  Write numerals to 1,000 •  Represent numbers to 1,000 using symbols •  Compare using symbols •  Compare with a number line •  Order numbers that have the same # of digits •  Order numbers that have a different # of digits

Context/ Conditions

•  Use multiple strategies, including symbols, number line, manipulatives

Vocabulary/ academic language:

•  Less than, equal to, greater than •  <, >, = •  Compare

Now you try it …

Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.


Practice time

(Hint: Don’t forget about the implied learning targets!)

  Working with a partner, unwrap the standard provided.   Circle the verbs.   Underline the nouns.   Bracket any conditions/context.

  Organize the learning targets (into “knows” and “able to dos”) and post on your chart—which are simple? Complex?

  Knowledge (will know and understand)

  Skills (will be able to do)

  Identify any key vocabulary and academic language.

  Be prepared to share!

—Bambrick-Santoyo, Driven by Data: A Practical Guide to Improve Instruction (2010)

“Standards are meaningless until you define how you will assess them.”


Which learning targets should we assess?   Which learning targets tend to cause students difficulty?

  Which learning targets are prerequisite skills for information and learning to come later in this unit?

  Which learning targets are absolutely necessary for students to know?


What do we mean by aligned assessments?

  Are they accurate?   Face validity: Does the item measure what we are

trying to teach?

  Is this item the best method to gain information on this learning target (target–method match)?

  Are they efficient?   Does this method get the needed information in a

reasonable amount of time?

Choosing an appropriate assessment strategy

Selected response

Constructed response

Performance


Other forms of quality common formative assessments

  Graphic organizers

  Exit cards

  Observation checklists

  Brief performance tasks

  Bullet points

  Student-generated questions

M.O.2.1.1 Read, write, order, and compare numbers to 1,000 using multiple strategies (e.g., symbols, manipulatives, number line).

Unwrapping Sample

Concepts


•  Symbols for less than, greater than •  Each digit represents ten times larger number (place

value) •  Principles for using a number line

Skills

•  Read numerals •  Read symbolic representations of numbers (e.g., sticks,

cubes) •  Write numerals to 1,000 •  Represent numbers to 1,000 using symbols •  Compare using symbols •  Compare with a number line •  Order/compare numbers that have the same # of digits •  Order/compare numbers that have a different # of digits

Context/ Conditions

Multiple strategies, including symbols, number line, manipulatives

Vocabulary/ Academic Language

•  Less than, equal to, greater than •  <, >, = •  Compare | Order

SymSymy bolbols fs foror lesless ts thanhan g, g, greareaterter th thanan Each digit represents ten times larger number (place value)) P iPriPri incinci lpleple fs fs foror iusiusingng a na n bumbumberer lilinlinee

me

p gO dOrdOrd /er/er/comcomparparp e ne n bumbumbersers th thth tt t hhavhave ae a di didiffffefferenrent #t #t # f ofof di didigitgitgits shhh tatat

ReaReaRead nd nd numeumeumeralralralsss Read symbolic representations of numbers (e.g., sticks, cubcubes))) W iW itt ll tt 1 01 00000

on


Designing aligned assessment: Considerations   Timeframe

  Rigor

  Context

  Assessment type

Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

Unwrapped learning targets Assessment ideas?

Knowledge

•  Concept of argument •  Knowledge of persuasive techniques • Value/need to evaluate claims made by writers • Concept of supported versus unsupported claim

Skills

•  Trace (argument). • Identify claims made within the argument. • Distinguish claims that are supported versus unsupported. • Differentiate between valid and invalid claims. • Summarize/communicate findings based on evaluation.

Academic Language/ Vocabulary

•  Claim •  Supported •  Unsupported •  Trace


Claim Specific Details/ Page or Quote Supported?

1. What is the author’s argument? (Quote the text that you believe states the argument.)

1. What is the author’s argument? (Quote thetext that you believe states the argument.) t

2. What claims does the author make to support the argument? For each claim, give the specific details the author provides or list the page number or quote. Determine if the claim is supported or not and indicate by saying yes or no in the third column.

2. What claims does the author make to support the argument? For each claim, give the specific detailst? F h l i i th ifi d t ilt? F h l i i th ifi d t ilthe author provides or list the page number or quote. Determine if the claim is supported or notand indicate by saying yes or no in the third column.

t t


Give it a try

Examine your unwrapped standard.

What potential assessments might you identify to accurately and efficiently measure the learning targets?

Establish proficiency levels.


4 3 2 1

Trace the author’s argument.

The student identifies the argument and the claims the author makes, including identifying those claims that are implied but not stated.

The student is able to identify the specific place in the text that lays out the author’s argument and the specific text where the claims are made.

The student is able to identify the specific place in the text that lays out the author’s argument but is unable to identify the claims the author makes.

The response is incomplete or incorrect.

Distinguish claims that are supported from those that are not supported.

The student lists all of the claims the author makes and correctly identifies whether they’re supported or not. In addition, their response indicates whether the support is sufficient and/or appropriate.

The student lists all the claims that the author makes and accurately determines if they are supported or unsupported.

The student lists at least some of the claims the author makes but is unable to determine if they are supported or not.

The response is incomplete or incorrect.

Rubric around targets Levels

Criteria

Consider a proficiency scale

(Marzano, Formative Assessment and Standards-Based Grading, 2010)

4 In addition to exhibiting level-3 performance, indepth inferences and applications that go beyond what was taught in class

3 No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught

2 No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes

1 With help, a partial knowledge of some of the simpler and complex details and processes

0 Even with help, no understanding or skills demonstrated


Constructing an assessment Scale level Guiding question Example

Level 2 items

What items will we use to assess the simple concepts and skills?

Level 3 items (must include high-level thinking skills addressed within the standard)

What items will we use to assess the complex concepts and skills?

Level 4 items— going beyond what was taught

What items will we construct to allow students the opportunity to show they are able to go beyond?

M.O.2.1.1 Read, write, order, and compare numbers to 1,000

using multiple strategies (e.g. symbols, manipulatives, number line). Unwrapping Sample

Concepts


•  Symbols for less than, greater than •  Each digit represents ten times larger number (place

value). •  Principles for using a number line

Skills

•  Read numerals. •  Read symbolic representations of numbers (e.g., sticks,

cubes, etc.) •  Write numerals to 1,000. •  Represent numbers to 1,000 using symbols. •  Compare using symbols. •  Compare with a number line. •  Order/compare numbers that have the same # of digits •  Order/compare numbers that have a different # of digits

Context/ Conditions

Multiple strategies, including symbols, number line, manipulatives

Vocabulary/ Academic Language:

•  Less than, equal to, greater than •  <, >, = •  Compare | Order

SymSymy bolbols fs foror lesless ts thanhan, g, ggreareaterter th thanan EEach dh di iigit represents ten tiime ls larger nu bmbe (r ( lplace value)). P iPriPri incinci lpleple fs fs foror iusiusingng a na n bumbumberer lilinlinee

im

ComComparparp e we withith a a numnumberber li linene. O dOrd /er/compare n bumbers h that hhave thhe sam #e # f of di di igitss Order/comparp e numbers that have a different # of digitg s

hah t

RReaReadd nume lrals. Read symbolic representations of numbers (e.g., sticks,, cubes, etc.)) W iWriWritete numnumeraerallsls toto 1 01 01 0000000

tio


Constructing an assessment Scale level Guiding question Example

Level 2 items

What items will we use to assess the simple concepts and skills?

Build representations of numbers using a place value chart.

Level 3 items (must include high-level thinking skills addressed within the standard)

What items will we use to assess the complex concepts and skills?

Compare numbers of different place values using <, >, or =.

Level 4 items—going beyond what was taught

What items will we construct to allow students the opportunity to show they are able to go beyond?

Provide a written argument explaining whether they would prefer having 1,000 pennies or 50 dimes.

Key questions—assessment

Are we embedding frequent, formative assessment so that:   We are examining the impact of our teaching on student learning (not simply, did we teach it)?

  Our students are getting timely and meaningful feedback?

  We are responding to the data in a way that helps students learn more?

  Our summative assessment is truly aligned to our “end in mind”?


Efficacy …


Thank You! To schedule professional development

at your site, contact Solution Tree at 800 (733-6786).

Kim Bailey

[email protected]

Solution Tree


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