Formative Assessment Presentation

USING FORMATIVE

ASSESSMENT

Dr. Daniel Jecks Presents

Where this fitsUndergraduate Programming

EDU 304 Introduction to Education

EDU 381 Curriculum & Instructional Design

EDU 382 Meeting the Needs of Diverse Learners

Master of Arts

EDU 660 Tests & Measurement

EDU 665 Performance Assessments

Why is it Important?

Domain 1: Planning and PreparationComponent 1.f: Designing Student

Assessments○ Congruence with Instructional Outcomes○ Criteria and Standards○ Design of Formative Assessments○ Use for Planning

Danielson, C. (2007). Enhancing professional practice: A framework for teaching, 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development.

Why is it Important?

Domain 3: InstructionComponent 3.d: Using Assessment in

Instruction○ Assessment Criteria○ Monitoring of Student Learning○ Feedback to Students○ Student Self-Assessment and Monitoring of

Progress


Goals of all classes:

Pick standards-based objectives to teach

Use formative assessment to inform instruction

Facilitate students mastering the objectives

7th Grade Math ClassYour grade is based on:

50 % Unit Tests30 % Quizzes10 % Homework10 % Participation in Class

Or…

40 % Homework30 % Unit Tests20 % Quizzes10 % Participation in Class

Don’t Waste Time

What is Formative Assessment?

1. It’s used to determine the student’s grade in class

2. It should happen every few weeks or after the end of a unit

3. It helps the teacher formulate lessons

4. It’s used by an art teacher as a rubric for grading sculptures

Formative Assessment:

1. It’s used to determine the student’s grade in class

2. It should happen every few weeks or after the end of a unit

3. It helps the teacher formulate lessons

4. It’s used by an art teacher as a rubric for grading sculptures

Contrasting Assessments:

Fisher, D., and Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Formative Assessment

Summative Assessment

Purpose To improve instruction and provide student feedback

To measure student competency

When administered Ongoing throughout unit End of unit or course

How students use results

To self-monitor understanding

To gauge their progress toward course or grade-level goals and benchmarks

How teachers use results

To check for understanding

For grades, promotion

Formative Assessment Examples:

1. Response Cards

2. Dry-erase Boards

3. Journal entries

4. Classroom discussion Popsicle sticks No predictable pattern

5. Teacher circulates as students work

Schmoker, M. (2011).Focus: Elevating the essentials to radically improve student learning. Alexandria, VA: Association for Supervision and Curriculum Development.

If they aren’t ready, don’t move on

Don’t grade formative assessments!

Coach: “We don’t score practices. We score real games”

We want students to focus on learning,

not on getting a good grade.

•No need to cheat•No need for parents to do homework•No bias against slower learners

Differentiate Instruction

Students who haven’t mastered Small group instruction based on

skill deficits

Students who are ready to move on

Let’s Try It…

Which is a better deal?

$1.008 oz.

$2.0012 oz.

Student: Already KNOWS, UNDERSTANDS, and can APPLY Math Concepts.

Differentiate…

What would make cutting the fresh pineapple a good deal?

$1.008 oz.

$2.0012 oz.

$3.00each

Planning Formula

1. Decide learning objective(s)

2. Present a lesson for all

3. Check for understanding with formative assessment

4. Re-teach students who haven’t mastered objectives

5. Extend learning through higher level thinking for those that are ready

Keys to Formative Assessment

1. Communicate Clear Expectations

2. Provide Specific and Timely Feedback

3. Students Need to Know How They Are Doing and How They Will Be Assessed

4. If Students Aren’t Learning, Change How You Are Teaching


Topics to Consider #1

What is the purpose of grading? Grades Indicate Effort: You can’t get an A if

you don’t do homework. If you do half the work on your job, you get fired.

Grades are Motivational: It’s important to keep hope alive. Once kids think they will fail they will stop trying.

Grades Reflect Mastery: Some students need to work harder than others. At the end of the day it’s about the results.

Educational Leadership: Effective Grading Practices Issue (November 2011) by ASCD


Which of these are true about grading? Grades should determine the group or track

a student should be placed in. “A” students need harder classes.

Grades should be set to a bell curve. Poor grades motivate students to try

harder.



What is the difference between a zero when the teacher uses percentages versus points? (A=4, B=3, C=2, D=1)


Questions?Do you have any