overview to common formative assessments for wms revised 9-9-09.ppt

8/12/2019 Overview to Common Formative Assessments for WMS Revised 9-9-09.Ppt

1/24

Overview to CommonFormative Assessments

(CFAs)Adapted from The Leadership and Learning Center

Presented by Jane Cook & Madeline NegronFor Windham Public Schools


2/24

Connecticut Accountability for Learning Initiative


3/24

Common Findings inSuccessful Schools

Formed a professional learningcommunity

Focused on student work (throughassessment)

Changed their instructional practiceaccordingly to get better results

Did all of this on a continuing basis

Fullan, April 2000


4/24

Professional LearningCommunities

Four essential questions:

What do allstudents need to know and be able to do?

How do we teach so that all students will learn?

How will we know if they have learned it?

What will we do if they dont know or if they come tous already knowing?

DuFour & Eaker, 1998


5/24

Priority Standards

UnwrappedStandards, BigIdeas, Essential

Questions

DecisionMaking for

Results

PerformanceAssessments

CommonFormative

Assessments ScoringGuides

How Powerful Practices Work Together


6/24

Data Teams: The Mechanism

for Measuring ProgressStep 1: Collect and chart data and

results.

Step 2: Analyze strengths and obstacles

Step 3: Set S.M.A.R.T. goal for studentimprovement.

Step 4: Select effective teaching

strategies.Step 5: Determine results indicators.

Data TeamsProcess, The Leadership and Learning Center


7/24

Nine + 1 Effective Teaching Strategies

1. Similarities and differences2. Summarizing and note taking

3. Effort and recognition

4. Homework and practice

5. Nonlinguistic representation

6. Cooperative learning

7. Setting objectives, providing feedback

8. Generating and testing hypotheses

9. Cues, questions, advance organizers

10.Non-fiction writing

Marzano, Pickering, & Pollock, 2001


8/24

The Two Tools of Assessment

No single assessment can meet everyonesinformation needsTo maximize studentsuccess, assessment must be seen as an

instructional tool for use while learning isoccurring, and as an accountability tool todetermine if learning has occurred. Becauseboth purposes are important, they must be in

balance.

NEA, 2003


9/24

Two Purposes of Assessment:Important Distinctions

DiagnosisAssessment FORLearning

EvaluationAssessment OFLearning


10/24

Assessment FORLearning

Formative: Given before and duringtheteaching process

Diagnostic: Intended to be used as a guide toimprove teaching and learning

Providesteacherswith informationthey need

to createappropriateworkfor groups oflearners or individual students

Nottypically usedto assign grades Answers key questions: Do students possess

critical pre-requisite skills and knowledge?Do students already know some of thematerial that is to be taught?

Bravmann, 2004


11/24

Assessment OF Learning

Summativeassessment for unit, quarter,semester, grade level, or course of study

Provides status reporton degree ofstudent proficiency or mastery relative to

targeted standard(s) Helpsteachersjudgeeffectiveness of their

teachingpractices

Supports the assignmentof grades

Answers question: Have studentsachieved the goals defined by a givenstandard or group of standards?

Bravmann, 2004


12/24

The Power Of

COMMONAssessments

Schools with the greatest

improvements in studentachievement consistentlyused common assessments.

Reeves,2004


13/24

What AreCommonAssessments?

Not standardized tests, but rather

teacher-created, teacher-ownedassessments that are collaborativelyscoredand that provide immediatefeedback to students andteachers.

Douglas B. Reeves, CEO,The Leadership and Learning Center


14/24

What AreCommonFormativeAssessments?

Common formative assessments are designed to givestudents specific feedback on the clear target to beachieved, along with suggestions on how to reach thattarget on subsequent assessments. Students need to

understand that this feedback will not be graded butthat it will be used by their teachers to design specificinstruction to help them improve. After a review ofalmost 8,000 classroom studies focused on determiningthe impact of feedback on student improvement, JohnHattie (1992) declared: The most powerful singlemodification that enhances achievement is feedback.The simplest prescription for improving education mustbe dollops of feedback.

Hattie, 1992, p. 9


15/24

What Are Common

Formative Assessments? (continued)

Assessments forlearning administered to allstudents in grade level or course several timesduring semester, trimester, or year

Items collaboratively designed by participatingteachers

Items represent essential (Priority) standards

only

Items aligned to district and state tests

Results analyzed in Data Teams in order todifferentiate instruction

Ainsworth & Viegut, 2006


16/24

Simply Put A Common

Formative Assessment is

Common= Given by all teachers at a gradelevel or in a content area

Formative= Provides data to inform planning

and instruction Assessment= Provides diagnostic rather than

evaluative information


17/24

Grade Levels # of CFA Items

Grades K-1 Approximately 5-8

Grades 2-3 Approximately 8-10

Grade 4-5 Approximately 10-15



Recommended # o f CFA Items


18/24

How Long Should a CFA Take?

A CFA should take no more than one 45-minute class period. For early grades, it

should take much less time. Limit thetotal number of items so that studentpapers can be quickly scored and theresults can be used right away to informinstruction.


19/24

Achievement Gains Associated WithNumber of Assessments over 15 weeks

Number ofAssessments

Effect Size Percentile Gain

0 0 0

1 0.34 13.5

5 0.53 20.0

10 0.60 22.5

15 0.66 24.5

20 0.71 26.0

25 0.78 28.5

30 0.82 29.0

Bangert-Drowns, Kulik, & Kulik, 2007

(The higher the effect size and percentile gain, the more statistically significant.)


20/24

The Process of Developing CFAs:

Laying The Standards Foundation

- Steps 1-6

Step 1: Choose Important TopicStep 2: Identify Matching Priority

StandardsStep 3:Unwrap Matching Priority

Standards

Step 4: Create Graphic OrganizerStep 5: Determine the Big IdeasStep 6: Write the Essential Questions


21/24

The Process of Developing CFAs:

Creating The AssessmentSteps 7-10

Step 7: Write Selected-Response Items

Step 8: Write Constructed-ResponseItems (extended or short)

Step 9: Write Essential Question-BigIdea Directions

Step 10: Create Answer Key & Scoring Guidesfor Constructed-Response Items


22/24

CFAs A Summary Periodic assessments collaboratively

designed Matching pre- and post-assessments

Similar in design to high stakes tests

Items should represent priority standards Blend of item types including selected and

constructed response

Administered several times a year

Results analyzed in Data Teams Results used to inform planning and

instruction


23/24

Questions?


24/24

Now its your turn

Youre ready to begin Step 1 in the CFAprocess this is also Step 1 in the Data Teamprocess.

In your Grade Level Data Teams work onyour Treasure Hunt looking for CMT Strandsthat are important topics for your gradelevel students.

You may divide into smaller content area

teams within your Grade Level Data Teams,e.g., Science and Math may choose to look atthe Math & Science data while Social Studiesand English work together on the Reading &Writing data.

overview to common formative assessments for wms revised 9-9-09.ppt

Documents