Analyzing Common Formative Assessments
Analyzing Common Formative Assessments. ON TARGET 2 Today’s Learning Targets ✓ I can explain common formative assessments. ✓ I can identify quality common.
Dec 22, 2015
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Analyzing Common
Formative Assessments
ON TARGET
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Today’s Learning Targets
✓I can explain common formative assessments.
✓I can identify quality common formative assessments.
✓I can use common formative assessments to inform and direct PLC teams.
ON TARGET
3From The Leadership and Learning Center, 2009
Why Formative Assessments?The Research Conclusions:
Five reviews synthesizing 4000 research studies conducted over 40 years concluded:
“When well-implemented, formative assessment can effectively double the speed of learning.”
Dylan Wiliam, Educational Leadership, December 2007/ January 2008, p.36
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WHAT ARE WE EMPHASIZING?
ASSESSMENT FOR LEARNING
ASSESSMENT OFLEARNING
Formative
Summative
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Formative
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Summative
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7DuFour, DuFour, Eaker, Many, 2010, p.63
An Assessment is Formative When…
‣It identifies students struggling to learn a standard or target
‣It gives students additional time and support to learn the standard or target
‣Students receive reteaching, intervention, and enhancement
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Formativ
e Assess
ment
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Formativ
e Assess
ment
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“If all students are expected to demonstrate the same knowledge and skills, regardless of the teacher to which they are assigned, it only makes sense that teachers must work together in a collaborative effort to assess student learning.”
DuFour, DuFour, Eaker, Et.al
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What are Common Formative Assessments?
‣Common - Given by all teachers on a grade level or in the same content area
‣Formative - Provides data to inform and guide planning and instruction
‣Assessment - Provides formative rather than summative information
Cook & Negron, 2009
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Turn and Talk:What are the benefits of
Common Formative Assessments?
•Promote efficiency for teachers•Promote equity for students•Provide an effective strategy for determining whether the guaranteed curriculum is being taught and, more importantly, learned•Inform the practice of individual teachers•Build a team’s capacity to improve its program•Facilitate a systematic, collective response to students who are experiencing difficulty•Offer the most powerful tool for changing adult behavior and practice
Benefits
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Common Formative AssessmentsCriteria
‣Develop in PLCs‣Align to unwrapped standards and learning targets
‣Design collaboratively pre- and post- common formative assessments
‣Create a rubric to establish criteria for proficiency
‣Given by all teachers on a grade level or same content area
‣Analyze results with PLC‣Reteach and provide intervention to promote student mastery of learning
‣Enrich, extend, and enhance learning for students who demonstrate mastery
‣Repeat the entire processLarry Ainsworth, Center for Performance Assessment, 2006
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What about Singletons?
‣Develop in PLCs‣Align to unwrapped standards and learning targets
‣Design collaboratively pre- and post- common formative assessments
‣Create a rubric to establish criteria for proficiency
‣Given by all teachers on a grade level or same content area
‣Analyze results with PLC‣Reteach and provide intervention to promote student mastery of learning
‣Enrich, extend, and enhance learning for students who demonstrate mastery
‣Repeat the entire process
This pro
cess can
be done
individu
ally.
Common Formative Assessments
EVALUATING
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CreatingCommon
Formative Assessments
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Standards Based
Criteria for Proficiency
Intervention
Data Analysis
Enhancement
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Standards Based
Criteria for Proficiency
Data Analysis
Intervention
Enhancement
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Intervention
Standards Based
Criteria for Proficiency
Data Analysis
Enhancement
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Intervention
Standards Based
Criteria for Proficiency
Data Analysis
Enhancement
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Your Turn
‣Divide into groups of 4 or 5 according to grade span.
‣Analyze your Common Formative Assessments.
‣Plan next steps.‣Be prepared to share in feeder patterns.
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What are your next steps?
Where do you see your school in this journey?
Feeder Pattern
REFLECTION
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What are your next steps?
What are you seeing in your walkthroughs?
SCHOOLREFLECTION
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Moving Forward in Learning by Doing...Let’s consider, the students in your school that are not getting it.
‣Visualize the students in your school that are struggling a lot.
‣Sketch a visual representation of the interventions you currently have in place at your school to support those students.
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Do you have a need for SPEED?
Considering those students and the interventions you currently have in place...
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S - SystematicP - PracticalE - EffectiveE - EssentialD - Directive
Read Cha
pter 4
to find
out
more!
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