What are your students learning? How do you know? Dr. Debra Gallagher Ohio Northern University.

Formative Assessment

Formative AssessmentWhat are your students learning? How do you know?

Dr. Debra GallagherOhio Northern University1GoalsGain a better understanding of Formative AssessmentExperience different types of Formative AssessmentsDetermine how to use Formative Assessment with your studentsDiscuss ways to change instruction based on results of Formative Assessment The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.

-Ausubel, Novak, and Hanesian (1978)How do you know what they know?

Types of AssessmentDiagnosticFormativeSummative ASSESSMENT is built around multiple indicators and sources of evidence, and in this sense is distinguished from testing. (p. 22)

Chittenden, E. (1991). Authentic assessment, evaluation, and documentation of student performance: Expanding student assessment. Alexandria, VA: Association for Supervision and Curriculum Development.

We must ensure that tests measure what is of value, not just what is easy to test. If we want students to investigate, explore, and discover, assessment must not measure just mimicry mathematics. By confusing means and ends, by making testing more important than learning, present practice holds todays students hostage to yesterdays mistakes.

(MSEB) Everybody Counts

The most important type of assessment for guiding instructional decisions and supporting student learning is formative assessment, or the day-to-day monitoring of what students are learning.

-Seeley (2009)K-W-LKNOWWANT TO KNOWLEARNEDWhat do you know or think you know about Formative Assessment?K-W-LKNOWWANT TO KNOWLEARNEDWhat do you know or think you know about Formative Assessment?What do you want to know about formative assessment?

FORMATIVE ASSESSMENT IS IS NOT

Give-One-Get-OneFORmative Assessment

Assessment FOR Learning

InFORmativeTeachers identify assessment as something external to their everyday practice.

-Heritage (2007)

Fisher, D. & Frey, N. (2007). Checking for understanding: Formative assessment techniques for yourclassroom. Alexandria, VA: ASCD.TEACHING PROCESSFORMATIVE ASSESSMENTINSEPARABLEWhy Use Formative AssessmentGather evidence about learningData used to determine current levelAdapt lessons

FORMATIVE

SUMMATIVEEvidence GatheringOn the flyPlanned for in teachingCurriculum embedded assessment

Identify the GapCURRENTGOALMatch Instruction to the GapFEEDBACKIMMEDIATE

DETAILEDWhich of these things do both plant and animal cells have?

A. CytoplasmB. ChloroplastC. Cell walllD. Vacuole What is the function of the cell membrane?

A. To control which substances move in and out of the cell.B. To help the cell maintain a firm shapeC. To make food for the cellD. All of the above

Think-Pair Share

THINKPAIRSHAREWhat type of formative assessment best represents who you are?

Go to the corner with that assessment.

Discuss with your group why you chose the assessment?

Pick a spokesperson to share your groups reasons.

CornersThink-Pair-ShareQuestioningQuick WriteSelf-AssessmentInside-Outside Circles21Numbered Heads Together

1---2----3----4Five Attributes that Render FA Most EffectiveLearning ProgressionsLearning Goals and Criteria for SuccessDescriptive FeedbackSelf- and Peer AssessmentCollaborationWylie, C. (2008). Formative Assessment: Examples of Practice.Council of Chief State School Officers, Washington, DCThumbs Up, Thumbs DownVignettesUsing Questions to Teach for UnderstandingTHINKING ISlike the ability to move orperform as a ballerinaor athleteleft to ourown devices, the body does not move with style and graceso too, left to our own devices, the human intellect does not function very well We must educate for intelligentperformancewithrehearsal, practice, and coaching.Actions that are deterrent to thinking.Rapid fire questionsNot allowing enough wait time after the questionNot providing wait time after the responseNot looking at the studentAnswering your own questionsRepeating questionsRepeating answersSKINNY QUESTIONSFAT QUESTIONSWhat is two plus two?Can you name the animal called mans best friend?List the characters in the story Goldilocks and the Three Bears.What color is Mickey Mouses nose?What animal looks like a horse but has stripes?What are all the ways you can think of to say four?How are dogs and cats alike and different?How would you feel if you found a bear hiding in your room?What if your nose were on top of your head?How come zebras have stripes but horses dont?

Read Never Say Anything a Kid Can Say

What are two or three take-away points that you got from reading this article?How will the information from this article be a benefit to your teaching?

Think of one or two questions from each level of Blooms that you could use with the students in your class.Write them out.Share with group.Adapted from:National Research Council (1996). National Science Education Standards. Washington, DC: National Academy Press.NCTM (1995)Assessment Standards for School Mathematics. Reston, VA: NCTM.Move Away FromAssessing what is easily measured-specific facts and isolated skillsAssessing to learn what students DO NOT knowAssessing only achievementEnd of term assessments by teachersDepending on scheduled testing Relying on any one source of informationPlanning primarily for coverage of contentSimply indicating right or wrong answersAdapted from:National Research Council (1996). National Science Education Standards. Washington, DC: National Academy Press.NCTM (1995)Assessment Standards for School Mathematics. Reston, VA: NCTM.Move Toward.Assessing what is most highly valuedAssessing to learn what students DO understandAssessing achievement and opportunity to learnStudents involved in ongoing assessment of their work and that of othersIntegrating assessment with instructionUsing evidence form a variety of assessment formats and contextsStudents learning to assess their own progressComparing students performance with performance criteriaDeveloping Appropriate Classroom Assessment ToolsIn your group, decide on a student outcome or objective on which you all can agree. Write the outcome/objective at the top of your groups paper.After you have decided on a specific student behavior, make a list of how you could tell if a student had actually mastered the skill, objective, or learner outcome. (What would you see? Hear? What tangible evidence would there be?Select a type of assessment instrument that you have used or seen, that might be used in recording (documenting) this kind of student learning.Using your example as a beginning point, create and instrument that could be used in the classroom to assess the chosen learning objective.K-W-LKNOWWANT TO KNOWLEARNEDWhat do you know or think you know about Formative Assessment?What do you want to know about Formative Assessment?

What have you learned about Formative Assessment?3 things I learned

2 things I still want to know

1 thing I can use in my classroom this week3-2-1