Common Formative Assessment Inquiry & Action

Common Formative Assessment

Inquiry & ActionRESEARCH & EVALUATION

BAKERSFIELD CITY SCHOOL DISTRICT

SEPTEMBER, 2013

Objectives1. To refine our understanding of formative

assessment as a process.

2. To clarify the steps for developing common formatives.

Reflection

◦ List the kinds of assessments you have already used in your classroom experience

◦Try to list as many specific examples as you can.

Pair ShareUsing that list, think about the consistency with which we….

◦ Elicit evidence of learning◦ Immediately adjust instruction when

necessary◦ Provide student feedback◦ Collaborate with students around

assessment

Formative Assessment

Formative assessment is a planned process of continuously gathering evidence as the learning unfolds. It is used by teachers and students during instruction to provide immediate feedback. This allows for adjustments to improve learning.

CCSSO FAST SCASS Definition (2010)

Trans

Student’s Current Learning Status

Learning TargetScaffolding

most powerful

Outside the ZPD

Success Criteria

Shared with Students

Instruction

Formative Assessment

Instructional Adjustment

Specific Feedback

Learning Adjustments

Adapted from Heritage (2010)

Transformative Assessment Process Using Vygotsky Zone of Proximal Development (ZPD)

The Power of Common Formatives

One of the most powerful, high-leverage processes for improving student learning available to schools is the creation of frequent, common, high-quality formative assessments by teachers who are working collaboratively to help a group of students develop agreed-upon knowledge and skills.

Fullan, 2005a; Hargreaves & Fink, 2006; Reeves, 2004; Schmokler,2003; Stiggins, 2005, Learning By Doing page 55

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__________ __________ _____________

Four Key Questions of a Professional Learning Community

•What do we want our students to learn?

•How will we know they have learned it?

•How will we respond when learning did not take place?

•How do we respond when learning has already occurred?

What do we want students to know and be able to do?Step One: Identify Learning Target(s)• Learning targets are the skills and concepts paced out in your units that

students must master in order to ensure the common core standards

What do we want students to know and be able to do?Step One: Identify Learning Target(s)oLook across all three Segments to get a broad sense of how the Unit progresses

oNow examine the Segment you are preparing to instruct oWhich targets are most important within this segment?

oUse the criteria described below to guide your selection:◦ Endurance – important now and for the future◦ Leverage – Cross-curricular connections◦ Readiness – contain prerequisite skills for next grade level

Sample Learning Target

How will we know they have learned it?

◦ Determine the success criteria of the target◦ What would proficiency look like?

◦ How do we craft my assessment item to align to the criteria?◦ What format will we use?

◦ Selected Response- multiple choice, matching, true/false◦ Constructed Response- short answer◦ Performance Task- multiple tasks (reading, writing, researching, etc.)

◦ How many questions will we use to assess each target?◦ How and when will we administer the assessment to ensure needed adjustments will

occur immediately?

Step Two: Decide How to Assess

Sample: Success CriteriaCompare and contrast two individuals, events, or ideas from a historical or science text. Explain the relationship between two of these elements.

Success Criteria(context: historical or science text)

Success Criteria(context: historical or science text)

Success Criteria(context: historical or science text)

Describe similarities Describe differences Explain those relationships that have significance

Identification of all relevant details that express the similarities between the two elements (individuals, events, or ideas)

Identification of all relevant details that express differences between the two elements (individuals, events, or ideas)

A complete explanation of the significant relationships between the two elements with inclusion of supporting text details.

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Sample: Crafting Assessment Items

Text: (Students will be reading or listening to a scientific or historical text)

Question: What is similar between these two elements? Include text details.

Question: What is different between these two elements? Include text details.

Question: Explain the relationship between these two elements. Support your answer with text details.

Element #1

Element #2

Selected Response:1. How would you explain the relationship between ----- and ------?

A. ------- caused ------ to occur.B. ------- happened after ----------.C. ------- happened before --------, but did not cause ---------.D. -------- created a problem, and ----- - helped provide a solution.

Quick Check for Quality of Common Formatives 1. Do items elicit evidence of learning you need in

order to diagnose student’s status along the progression of learning?

2. Do items elicit evidence of learning you need to take action to increase student learning towards the end of the Unit expectations?

Objectives1. To refine our understanding of formative

assessment as a process.

2. To clarify the steps for developing common formatives.

Wrapping Up

oLearning by doingoCFA Progress Part II:• How will we respond when learning did not take place?• How do we respond when learning has already occurred?

oPrincipals will email your questions to [email protected]