Cross-Curricular Formative Assessment to Meet Learning Goals Keep Calm and Integrate On.

Cross-Curricular Formative Assessment to Meet Learning Goals

Keep Calm and Integrate On

Sometimes We Accept Absence of Response as Student Understanding…

Video Clip

Today We Will….

• Utilize formative assessment strategies• Meet history and English objectives through

reading and writing application• Work cooperatively• Write a summary

Common Formative Assessments

• Shared learning with colleagues• Helping students learn about “…tests as a

genre” (Fisher, Grant, Frey, & Johnson, 2007/2008).

• Incorporate assessments in multiple formats to gauge student learning

From: http://www.ncte.org/positions/statements/formative-assessment

Walkabout• Objectives:– Reflect on how formative assessments are used in

the classroom.– Reflect on collaborative work with other content

areas to use formative assessments.

Reality Check!

• Find a common time: team time, planning time

• English skills• Changes in the SOL: US History I and II no

longer assess students with a SOL test

Why Formative Assessment?• “…teachers and schools must increase the

precision of our teaching” (Fullan, Hill, & Crévola, 2006).

• This means:– The learner has to (a) possess a concept of the

standard (or goal, or reference level) being aimed for, (b) compare the actual (or current) level of performance with the standard, and (c) engage in appropriate action which leads to some closure of the gap” (p. 121).

SOL Correlation

6.5, 7.5, 8.5: The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry.

6.6, 7.6, 8.6: The student will read and demonstrate comprehension of a variety of nonfiction texts.

9.4: The student will read, comprehend, and analyze a variety of literary texts including narratives, narrative nonfiction, poetry, and drama.

9.5, 11.5, 12.5: The student will read and analyze a variety of nonfiction texts.

10. 5: The student will read, interpret, analyze, and evaluate nonfiction texts.

Assessment Time!

Create a hashtag and a tweet to synthesize what

you learned so far.

Assessment Time!• A hashtag is a theme for an event, thought, or

occurrence. • A tweet is a short (35 character) summary

explanation. Example for the SOL Institute

#brainpower

Enhancing teaching and learning with formative assessment. English teachers rock!

When to Assess

• Fisher and Frey (2011) suggest that teachers check for student understanding every 5-10 minutes to support student learning and sustain rigor within the lesson.

http://www.ascd.org/Publications/Books/Overview/Checking-for-Understanding-Formative-Assessment-Techniques-for-Your-

Classroom-2nd-Edition.aspx

Class Time!• Read the text• History class: Read the text and then follow the

directions in the folder.

Class Time!

• English class: Warm-up: Respond to the prompt– Read the poem that accompanies the History reading– Answer the questions attached to the question sheet. – Group Activity

In what other ways can we use formative assessment to put these

curricular pieces together?

Speaking and Listening Assessments• Think-Pair-Share• Reciprocal teaching• Literacy circles• Discussion prompts• Socratic Seminars• Retellings

Questioning Assessments

• Plan questions in advance to make them worthwhile

• Ask questions that require many students to respond

• Audience response systems

Writing Assessments

• RAFT• Social Media (Facebook, Twitter, Instagram, I-

Phone, Match.com or E-Harmony Profile)• Stories• Anecdotes• Summary• Editorial• Primary and secondary source analysis

(Fisher & Frey, 2014)

SourcesFisher, D., & Frey, N. (2013). A formative assessment system for writing improvement. English Journal, 103(1), 66-71.

Fisher, D., & Frey, N. (2011). Checking for understanding. Principal Leadership, 12(1), 60-62.

Fisher, D., & Frey, N. (2014). Checking for understanding: Formative assessment techniques for your classroom (2nd ed.).

Alexandria, Virginia: Association for Supervision and Curriculum Development.

Fisher, D., Grant, M., Frey, N., & Johnson, C. (n.d.). Taking formative assessment schoolwide. Educational Leadership, 65(4), 64-68.

Formative Assessment That Truly Informs Instruction. (n.d.). Retrieved May 14, 2015, from http://www.ncte.org/positions/statements/formative- assessmentImmigration: Challenges for new americans. (n.d.). Retrieved on 13 June 2015 from http:// loc.gov/teachers

Lazarus, Emma (1882). The new colossus. The Poetry Foundation. Retrieved on 04 June 2015 from http://www.poetryfoundation.org/poem/172943

Library of Congress Home | Library of Congress. (n.d.). Retrieved May 14, 2015, from http://www.loc.gov/

Popham, W. (2008). Transformative assessment. Alexandria, Virginia: Association for Supervision and Curriculum Development.

Student Interactives - ReadWriteThink. (n.d.). Retrieved May 14, 2015, from http://www.readwritethink.org/classroom-resources/student-interactives/

Text Dependent Questions. (n.d.). Retrieved on 13 June 2015, from http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/

text_dependent_questions/index.shtml

Roxane Edgertonroxane.edgerton@cpschools.com

Melissa T. Goodwinmelissa.goodwin@cpschools.com

DisclaimerReference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.