what do we know about formative assessment?
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What do we know about Formative Assessment?. With a partner: add ideas on sticky notes to poster. Formative Assessment. Formative vs Summative. Summative: The Autopsy Formative: The Checkup. Formative Assessment. - PowerPoint PPT PresentationTRANSCRIPT
What do we know about Formative Assessment?
With a partner: add ideas on sticky notes to poster
Formative Assessment
Formative vs Summative
Summative: The Autopsy
Formative: The Checkup
Formative Assessment
“Formative assessment is a planned process in which teachers or students use assessment-based evidence to adjust what they are currently doing.”
-W. James Popham Transformative Assessement
Characteristics of Formative Assessments
• They are assessments FOR learning, not assessments OF learning
• Designed to assist learning, not grading
• Make students’ thinking visible to themselves and to others
Key Features of Formative Assessment
Formative Assessment is a process not any particular test
Formative Assessment takes place during instruction
The function of this feedback is to help teachers and students make adjustments that will improve learning
Formative Assessment Continuum
Informal Unplanned Planned
Formal
On-the-Fly Planned-for-Interaction
Embedded-in-the-Curriculum
Formative Assessments:
1. Write-to-learn Prompts: RAFT
2. Effective Questioning: Fact First Questioning
3. Annotated Student Drawings
4. Graphic Organizers
5. Response Cards
6. Physical Response
7. Give One to Get One
8. Think, Pair, Share
9. I used to think…but now I know
10. Assessment Probes & Concept Cartoons
11. Exit Slip
1. Write-to-learn Prompts
RAFT• R= role• A= audience• F= format• T= topic
1. Write-to-learn Prompts
• Role: a tree• Audience: light• Format: text message• Topic: thanks for what you give me
1. Write-to-learn Prompts
OTHER PROMPTS• Admit Slips: Describe how sound waves travel.• Crystal Ball: What will we learn about today?• Exit Slips: The 3 best things you learned
today…
2. Fact First Questioning
1. State the Fact2. Why is X an example of Y?
EXAMPLESGlucose is a form of food for plants. Why is
glucose considered a food for plants?Sandstone is a sedimentary rock. Why is
sandstone considered a sedimentary rock?
3. Annotated Student Drawings
http://www.teachertube.com/view_video.php?viewkey=c3f70187a007859af892
4. Graphic Organizers
FRAYER MODEL CONCEPT MAPS
thinkingmaps.com
Formative Assessment
•Assessment for learning•Makes student thinking visible•Check for understanding
•For feedback not grading•Happens during learning•A process not a particular test
•Probes•Whiteboards•Clickers•Graphic organizers
•WASL•End of unit tests•SAT•GRE
5. RESPONSE CARDS
Response Cards: index cards, dry erase boards, magnet boards
Checking For Understanding--(Fisher & Frey, ASCD 2007.)
Audience Response Systems (ARS): clickers, eggs, responders, cell phones- technology based response systems
6. Physical Response
GET UP & MOVE• Human Scatterplots
• Four corners
• Sticky Bars
HAND SIGNALS– Thumbs– Fist to Five
Four Corners
• Show students a Friendly Talk, Concept Cartoon, Familiar Phenomenon, or Prediction probe
• Students go to a “corner” of the room based on their answer choice
• Students discuss answer choice with their common response group
Human Scatterplot
• Give students a formative assessment probe with 3-4 choices• Students create a scatterplot based on a answer choice (A, B,
or C) and confidence in answer.
A ++ ++++
B + ++
C ++++ +
Front of room
Confidence: Low to High
Sticky Bars
• Give students a probe with 3-5 forced choices• Students anonymously write answer choice on a sticky note• Create a bar graph of choices
a
a
a
a
b
cb
c
b
d
c
7. Give One to Get One
• This technique is best done when students are using science notebooks. The entire activity should be done with students in a standing position.
• Each student is asked to find a partner with whom he/she compares notes.
• The student takes a moment to identify the information they have in common.
Give One to Get One-Continued
• Each student identifies something he did not record but his partner did.
• This new information is then recorded in each student’s notebook.
• In effect, each student gives one and gets one.• Pairs can report to whole class regarding the
transaction.
8. Think, Pair, Share
Think-Pair-Share and Write-Pair-Share 1. Think or write about your answer individually. 2. Pair with a partner and discuss your answers. 3. Share your answer (or your partner’s answer) when called
upon.
9. REFLECTIVE PROMPTS
I USED TO THINK BUT NOW I KNOW
Formative Assessment Resources
• Science Formative Assessment: Keeley
• Checking for Understanding: Fisher + Frey
Formative Assessment Menu
Take 5 minutes: pick a strategy # 1-9 you will use
Share with a partner how you will use this strategy?
ANDWhat will you do with the information from
students?
10. Formative Assessment Probes & Concept Cartoons
• A probe is a purposefully designed question that reveals more than just an answer.
• A probe elicits a response that helps teachers identify students’ ideas about phenomena or a concept.
• Probes are also used to encourage thinking and sharing of ideas.
Developing Probes
Specific learning goal(s)
Commonly held ideas+
Assessment Probe
Three Probe Components
• Assessment Prompt
• Forced Choices
• Justification
Prompt
Forced Choice(s)
Justification
Types of Probes
• Justified List:– Determines how
students apply scientific ideas to a variety of objects or phenomena.
Types of Probes (continued)
• Prediction Probe– Asks students what they
think will happen in a familiar situation
Types of Probes (continued)
• Familiar Phenomena Probe– Elicit thinking about
relevant, everyday phenomena.
Types of Probes (continued)
• Friendly Talk Probe– Set in a context where
two or more individuals talk about their ideas of science concepts.
Can also be in the form of a Concept
Cartoon
Types of Probes (continued)
• Comparison Probe– Students are given
contrasting objects or processes to compare and are asked to select and justify which one matches the given statement.
Resources
National Science Education Standards
Science Curriculum Topic Study
Science Matters Science For All Americans Benchmarks for Science
Literacy Making Sense of
Secondary Science