How Policy Makers Can Support Formative Assessment forFormative Assessment for 

Deeper Learning

Robert LinquantiWestEd

Formative Assessment for Deeper Learning of College‐and Career‐Readiness Standards: Exploring Educator Practices and State p g

Policies Needed to Get There

CCSSO National Conference on Student A t 6/24/2015 S Di CA

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Assessment  6/24/2015      San Diego, CA

How Can Policy Makers Support Formative Assessment?

1 Teacher professional learning1. Teacher professional learning2. Teacher recruitment and induction3. Teacher & administrator evaluation systems4. Educator assessment literacyy

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(Heritage, Walqui, & Linquanti, 2013, 2015; Linquanti, 2014; Santos, Darling-Hammond, & Cheuk, 2012)

1. Ensure teacher professional learning models formative 

assessment practicesUpdate state professional learning standards for teachers and administratorsStrengthen local support & engagement structuresstructuresProblems of practice Learning trajectories, coaching & feedback, reflection Learning trajectories, coaching & feedback, reflectionApprenticeship in FA process

(Linquanti 2014; Heritage Walqui & Linquanti 2013; Santos Darling-Hammond &

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(Linquanti, 2014; Heritage, Walqui, & Linquanti, 2013; Santos, Darling Hammond, & Cheuk, 2012)

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2. Align teacher preparation, credentialing, and induction to strengthen FA in new teachers

Incorporate FA practices in teacher prep, credentialing induction / admin credentialingcredentialing, induction / admin. credentialingRecruit from IHEs that develop FA capacity d l lIncentivize and support pre‐service clinical experiences, mentorship

(Linquanti, 2014; Heritage, Walqui, & Linquanti, 2013; Santos, Darling-Hammond, &

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( q , ; g , q , q , ; , g ,Cheuk, 2012)

Leading Deep Conversations inConversations in

Collaborative Inquiry Groupsp

Tamara H. Nelson, Angie Deuel, David Slavit and Anne KennedyDavid Slavit, and Anne Kennedy

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3. Build teacher evaluation systems that value & model FA 

for teachers & students

Incorporate FA practices into standards, indicators Support multiple observations by trained peers 

with actionable feedback & self‐reflection Use student perception surveys reflecting theory 

of instruction, probing experience of teacher t ti t f db kexpectations, support, feedback

(Measures of Effective Teaching (MET) Project, 2012, 2013; Linquanti, 2014; H it W l i & Li ti 2013 2015)

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Heritage, Walqui, & Linquanti, 2013, 2015)

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(MET Project, 2014)

WestEd.org(MET Project, 2012)

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Students’ perceptions and feedback matter

1. I usually have a pretty good idea about what I am expected to learn in this class.2. When I’m asked to learn something new in this class, even if it’s difficult, I know I

can learn it.3 Typically I don’t have a very good idea if I am making enough progress in this3. Typically, I don t have a very good idea if I am making enough progress in this

class. 4. I’m really excited about learning new things in this class.5. I often don’t have a clear idea in this class about what I am supposed to be learning6 M t f th ti I d ’t l k f d t l i thi i thi l6. Most of the time, I don’t look forward to learning new things in this class.7. Even with help and plenty of time, I’m going to have difficulty learning new things in

this class.8. In this class, I get enough information to keep track of my own learning

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, g g p y gachievement.

Source: CCSSO: Assessing Students’ Affect Related to Assessment for Learning: An Introduction for Teachers (Stiggins & Popham, 2007)

(The Way I See School, Grades 7-9)

4. Develop assessment literacy   to ensure appropriate use of different forms of evidence

Formative assessment process

Formative assessment process

Summative assessment

Ensure policies and messaging clarify and support a balanced assessment system

Specify how PD plans and resources will build teachers’ and students’ FA capacity

Review resources claimed to support FA process

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(Linquanti, 2014; Heritage, Walqui, & Linquanti, 2013)

Assessment Cycles and Levels

Formative assessment processFormative assessment process

Interim/Benchmark  assessment  Summative assessment

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(CDE ELA/ELD Curriculum Framework, 2014, adapted from Herman & Heritage, 2007)

Assessment:  A Process of Reasoning from Evidence To Inform Teaching and Learning 

Assessment for Assessment ofDimension Assessment for learning

Assessment oflearning

Method Formative A t

Classroom Summative/ Interim/Benchmark Large‐scale Summative 

A tAssessment process /Assessment Assessment

Purpose Assist immediate learning

Measure student achievement/progress

Evaluate educational programsg /p g p g

Focus Teaching & learning Measurement Accountability

I di id l t d t & G d l l/Locus Individual student & Classroom learning

Grade level/ Department/ School School/district/state

Proximity l i In the midst Middle‐distance Distantto learning In the midst Middle distance Distant 

Timing During instruction After teaching‐learning cycle  Between units/ periodic End of year/course

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Participants Teacher & Student  (T‐S / S‐S / Self) Student Student

(CA ELA/ELD Curriculum Framework, Fig 8.3, adapted from Linquanti, 2014)

Cycle Methods Information Uses/Actions

Types and uses of Assessment: Short‐Cycle FormativeCycle Methods Information Uses/Actions

Minute-by-

minute

-Observation

-Questions (teachers and students)

-Instructional tasks

-Students’ current learning

status, relative difficulties and

misunderstandings, emerging or

-Keep going, stop and find out

more, provide oral feedback to

individuals, adjust instructional

-Student discussions

-Written work/ representations

g g g

partially formed ideas, full

understanding

j

moves in relation to student

learning status (e.g., act on

“teachable moments”)

Daily Lesson Planned and placed strategically in

the lesson:

-Observation,

-Students’ current learning

status, relative difficulties and

misunderstandings, emerging or

-Continue with planned

instruction

-Instructional adjustments in

-Questions (teachers and students)

-Instructional tasks

-Student discussions

-Written work/ representations

partially formed ideas, full

understanding

this or the next lesson

-Find out more

-Feedback to class or

individual students (oral or p

-Student self-reflection (quick write)

(

written)

Week -Student discussions and work

products

-Students’ current learning

status relative to lesson learning

-Instructional planning for start

of new week

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products

-Student self-reflection (e.g.,

journaling)

status relative to lesson learning

goals (e.g., have students met

the goal(s), are they nearly there?

of new week

-Feedback to students (oral or

written)

(CA ELA/ELD Curriculum Framework, Fig. 8.5)

What enables an evidence gathering strategy or tool to be part of the formative assessment process?be part of the formative assessment process?

Specificity of evidence (instructionally actionable) Timing of evidence (while teaching and learning of Timing of evidence (while teaching and learning of 

lesson/unit objectives still underway)

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Formative Assessment  vs. Using Assessments of Learning formativelyUsing Assessments of Learning formatively

Formative Assessment Process

Using Assessments ofLearning formativelyProcess

Practices used during instruction to guide 

Learning formatively After period of learning 

(e.g., end‐of‐unit)learning

Evidence gathered specific & ti l Cl l i

Who met goals, who needs help, what I might improve 

t ti I t h it

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& timely: Close learning gap to goal

next time I teach unit

Questions?Questions?

rlinqua@wested orgrlinqua@wested.org

Linquanti, R. (2014). Supporting formative assessment for deeper plearning: A primer for policymakers. Prepared for the Formative Assessment for Students and Teachers (FAST) State CollaborativeTeachers (FAST) State Collaborative for Assessment and Student Standards (SCASS). Washington DC: Council of Chief State School Officers.

http://www.ccsso.org/Resources/Publications/Supporting_Formative_Assessmentf D L i A P i f P li k ht l

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