Formative Assessment
Presentation by: Lora Drum, Mia Johnson, Alycen Wilson CCS Curriculum Specialists
Please read the statements on the Anticipation Guide and mark the left hand column with Agree or Disagree.
Are You… ASSESSMENT SAVVY?
• Skilled in gathering accurate information about students learning?
• Using it effectively to promote further learning?
Session 2 Objectives
To understand the purpose and importance of Formative Assessment and obtain some practical activities to implement into daily instruction.
Participant Expectations:
• I can communicate the importance of formative assessment.
• I can share with others how formative assessment fits into a balanced assessment system.
• I can distinguish between formative, benchmark, and summative assessments.
Four Corners Pre-test
What is Formative Assessment?
A. Used for assigning grades
B. End of Grade tests
C. Drives Instruction
D. Only given 3 times a year
Formative Assessment
The word “assess”…
comes from the Latin verb “assidere” meaning “to sit with”. In assessment, one is supposed to sit with the learner. This implies it is something we do with and for students and not “to” students.
(Green 1998)
Five Assessment Myths and Their Consequences
By Dr. Rick Stiggins
The Assessment–Instruction Process
Summative Assessment
“making sure”
Pre – Assessment
“finding out”
Formative Assessment
“checking in” “feedback” “student involvement”
Benchmark Assessment
“formal check-up”
Let’s Have Some Fun Taking Notes…
Grab a piece of paper…-Fold paper hotdog style
-Fold into thirds-Open and cut along the creases on the top flap only-Label the last flap: Summative Assessment-Label the middle flap: Benchmark Assessment-Label the first flap: Formative Assessment
Is this something your students can do?
Summative AssessmentsSummative Assessments
•“Snapshots” of learning over time•Shows evidence of student learning for the year•Determines the effectiveness of instruction, strategies, or curriculum
How often do we use this type of assessment?
AnnuallyBi-annually
End of year/course End of unit study
Who uses these results?School Board Members
LegislatorsDistrict Staff
Teachers Students and Parents
PLCs
What are Some Examples?Unit Tests
EOGsK-2 EOY
Any Cumulative Final Assessment (End of Year)
Benchmark AssessmentsBenchmark Assessments•Used to determine how much learning has taken place up to a particular point in time •Used to identify learning issues for targeted groups•Used to assign grades and communicate progress•May determine how well a program / strategies / curriculum is workingHow often do we use this type of
assessment?Given periodically throughout the yearBetween and among instructional units
Who uses these results?School LeadersDistrict Officials
Curriculum SpecialistsTeachers
Students and ParentsPLCs
What are Some Examples?
ClassScapeUnit Tests
Selection Tests
Formative AssessmentsFormative Assessments•Assessments to drive / inform instruction•Assessments for learning•Gives descriptive feedback to students about their learning•NOT GRADED…Not used as accountability
How often do we use this type of assessment?
DailyWeekly
During instruction
Who uses these Results?TeachersStudents
Parents (when applicable)
What are Some ExamplesWhiteboards
Response cardsPersonal response systems
Whole class discussionObservations
Teacher / student conferenceOvert Responses
•Occurs while still time for action before formal grading occurs
• Allows teachers to adapt instruction immediately while learning is still in progress (mid-course correction)
• Allows students to know exactly where they don’t understand
• Part of daily instruction
Assessment forfor Learning
Assessment ofof Learning
Summative Assessment
(Assessment OF Learning)
Pre – Assessment
Formative Assessment
(Assessment FOR Learning)
Assessment for Assessment for LearningLearning
Assessment of Assessment of LearningLearning
Teachers, students and parents are the primary users
Teachers, principals, supervisors, program planners, and policy makers are the primary users
During learning After learning
Used to provide information on what and how to improve
achievement
Used to certify student competence
Used by teachers to identify and respond to student needs
Used to rank and sort students
Purpose: improve learning Purpose: document achievement of standards
Primary motivator: belief that success is achievable
Primary motivator: threat of punishment, promise of reward
Continuous Periodic
Examples: peer assessment, using rubrics with students, descriptive
feedback
Examples: final exams, placement tests, state assessments, unit tests
Balancing Assessments for Students
Formative• Not usually grade
accountable• Student
involvement• Part of instruction• Forms direction of
daily instruction• Assess teaching
Summative• Classroom Tests• State Tests• District Tests• High accountability• Assessment of
students
Shifts in AssessmentShifts in AssessmentTo assessing to learn what students understand
To using results to inform instruction
To students engaged in ongoing assessment of their work and others
To descriptive feedback that empowers and motivates students
From assessing to learn what students do not
know
From using results to calculate grades
From end-of-term assessments by
teachers
From judgmental feedback that may
harm student motivation
Why these shifts in Why these shifts in assessment?assessment?
A change in the mission of schools:
– A shift from a focus on sorting and ranking students to a focus on data driven instruction and leaving no child behind.
TeacherTeacherActionsActions
• Monitoring of student work
• Monitoring classroom (group) discussion
• Good questioning
• Give opportunities for students to work (not just take notes/listen to lecture/watch teacher work problems)
Student ActionsStudent Actions • Working in pairs, groups, or
individually.
• Sharing work/explaining work to others.
• Answering questions
TeachersTeachers
• What do your students know?
• How did you find out what they know?
• What’s your evidence?
StudentsStudents
• What did you learn?
• How do you know you learned it?
• What feedback would you like from the teacher?
Self Assessment Activity
Formative
Benchmark
Summative
Teacher Tests andQuizzes
Questioning
Interviews
Student Journals
Quarterly Assessments
Discussions
English Language Proficiency Test
Mid-term Assessments
ClassScape
Vocabulary Quiz
End of Unit Test
NC End-of-Grade
End-of-Course
Writing Tests
Teacher-Student Conference
Technology Test
Teacher Observations
Descriptive Feedback
Learning Activities
Un-graded Class work or Homework
Self Assessment Activity Answers
Formative
Benchmark
Summative
Teacher Tests andQuizzes
Questioning
Interviews
Student Journals
Quarterly Assessments
Discussions
English Language Proficiency Test
Mid-term Assessments
ClassScape
Vocabulary Quiz
End of Unit Test
NC End-of-Grade
End-of-Course
Writing Tests
Teacher-Student Conference
Technology Test
Teacher Observations
Descriptive Feedback
Learning Activities
Un-graded Class work or Homework
The Formative The Formative AssessmentAssessmentFrameworkFramework
Where am I now?
Where am I going?
How do I close the gap?
Fist to Five Self- ReflectionAnswer the questions in the following way:
-5: I do this all the time in my classroom; this happens daily -4: I do this on an ongoing basis; this happens consistently
-3: I do this frequently, or this happens frequently in myclassroom
-2: I do this sometimes, or this sometimes happens in myclassroom
-1: I do this infrequently, or this happens infrequently in myClassroom
-Fist: I don’t do this, or this doesn’t happen in my classroom
1. I understand the relationship between assessment andstudent motivation and use assessment to build student confidence rather than for threat of punishment.
2. I articulate, in advance of teaching, the achievementtargets my students are to hit.
3. My students describe what targets they are to hit andwhat comes next in their learning.
4. My students are actively, consistently, and effectivelyinvolved in assessment, including learning to manage their ownlearning through the skills of self-assessment.
5. My students actively, consistently, and effectivelycommunicate with others about their achievement status andimprovement.
Seven Strategies of Formative Assessment
Where am I now?Where am I now?(criteria for (criteria for success)success)
1. Provide a clear and understandable vision of the learning goals.
2. Use examples of strong and weak work.
Where am I going?Where am I going? (analyze (analyze evidence)evidence)
3. Offer regular descriptive feedback.
4. Teach students to self-assess and set goals.
How can I close the How can I close the gap?gap? (adjust (adjust instruction)instruction)
5. Design lessons to focus on one aspect of quality at a time.
6. Teach students focused revision.
7. Engage students in self-reflection and let them document and share their learning.
How do you typically assess students in your
classroom?
“Rally Robin”
http://www.online-stopwatch.com/large-stopwatch/
Now I know what it is… what does it look like
in my room?
Clear Learning Goal
Manipulatives Paper/Pencil “Free” Pinch Sticks Foldables Fist to Five Index Cards Graphic Organizers Thumbs up/down White Boards Exit Tickets 4 Corners Sticky Notes Shaping your Thinking Jigsaw
3-2-1 Think/Pair/Share Quick Write/Quick Draw
Share Out= Other Examples of Formative Assessment
*Participants identify examples we have modeled or shared already today*Participants brainstorm own classroom examples*Refer to handout examples*Share Examples on Powerpoint – ABCs of Formative Assessment
The ABC’s ofFormative
ASSESSMENTS
Alphabet GraffitiAnticipatory Guides
(pre- and formative)
Agree Disagree Agree Disagree
1. Fungi must form spores to reproduce.Support it:
2. All mushrooms are safe for us to eat.Support it:
3. Yeast is a form of fungus.Support it:
4. Penicillin is made from a fungus.Support it:
Bump in the Road or
Muddiest Point(formative)
• Write down something from the lesson that students find confusing or difficult.
• Collect responses and review, OR
• Form small groups and ask students to share their “bumps” and seek clarification.
Crumpled Question Toss(formative)
• Each student writes a question about something discussed during the unit (or questions are pre-written)
• Crumple paper and gently toss to another.• Open crumpled paper and answer the question.• Re-crumple and toss.• Add any needed additional information.• Re-crumple and toss a third time.• Final student makes changes/additions,
the presents the question/answers with class.
Card Trick(formative)
• Each student picks a playing card.
• When the teacher asks a question or gives a problem, discuss it with your partner.
• The teacher will say something like, “all red cards stand” or “all Kings stand.”
• The teacher will pick someone who is standing to respond.
Dry-Erase Back to Back Boards
(formative)• You and your partner each get a mini-white
board and stand back-to-back.
• The teacher asks a question and you each answer on your board.
• When the teacher says “turn around” you show each other your answers and discuss.
Entrance or Exit Cards(pre- or formative)
• Students write a response to a teacher generated question on a slip of paper.
• Teacher can review and re-teach.• Entrance cards – questions related to
upcoming learning.• Exit cards – questions related to
completed instruction.• Variation – use same question for both
Entrance and Exit.
3-2-1Exit Card
Exit Card
• Name
• Question:
Rate yourself: 1 = high confidence2 = medium confidence3 = I’m not sure on this
Would you help someone else learn this?
YES Not at this time
(formative)
• Teacher posts questions, concepts, or vocabulary words in each of the corners of the room.
• Each student is assigned a corner. Once in the corner, the students discuss the focus of the lesson in relation to the question, concept, or words.
• Students may report out or move to another corner and repeat.
• After students have moved, as a writing assignment they should be encouraged to reflect on changes in opinion or what they have learned.
Four Corners(formative)
Graphic Organizers or Learning Logs
(pre- or formative)
What I knew already…
New Vocabulary
Important to remember
Chart/Picture it This reminded me of…
Not so sure about this…
Math Graph Organizers or Learning Logs
What I knew already…
New concept or idea Important to remember
Chart/Picture it or give an example…
How this relates to a past concept/idea…
Not so sure about this…
Pre-Assessing Using Graphic Organizers
Define it… Give an example…
Give a non-example… Ask a question about it…
Early Elementary Graphic Organizer or Log
WINTERDefine it… Give an example…
Give a non-example… Ask a question about it…
What are the WINTER MONTHS?
Coldest Season Snow
Colored Leaves
Human Graph ( pre-assessment or formative)
• Demonstrated at the beginning of the presentation.
• “Snowball” toss then human graph.
x xx x x xx x x x x1 2 3 4 5
Idea Spinner(formative)
• The teacher creates a spinner marked into 4 or 5 quadrants and labeled “Predict, Explain, Summarize, Evaluate” and “Free.”
• After new material is presented, the teacher spins the spinner and asks students to answer a question based on the location of the spinner. For example, if the spinner lands in the “Summarize” quadrant, the teacher might say, “List the key concepts just presented.”
Predict Explain
Evaluate Free
Summarize
Journal Entry(formative)
• Writing done to encourage reflection or exploration of ideas or interest.
• Questions for reflection are often given by the teacher.
• What did you think of the class? Why?• What did you learn today? What did you do in school
today? • What happened in school today that made you feel
proud?• How do you want to be evaluated?• One thing that the teacher could do to help me
understand things better is…• One thing that I do that helps me learn the best is…
Key Concepts(formative)
• Explain the key concept “_revolution__.”
• Give a definition (in your own words), draw a symbol/picture to represent it, give an example of the concept, and a big idea to go with it.
Picture/symbol
Examples
DefinitionOverthrow of one government for another government or sudden change (e.g., in ideas, technology)We are going to overthrow the
government because you people are really mean!
American Revolution, French Revolution, Russian Revolution
Industrial Revolution
Big Idea
Revolutions sometimes occur when peoples’ rights are taken away or they have bad times economically.
revolution
Key Concepts(formative)
• Explain the key concept “_the 5 senses_.”
• Give a definition (in your own words), draw a symbol/picture to represent it, give an example of the concept, and a big idea to go with it.
Picture/symbol Examples
DefinitionEyes, Hands, Ears, Mouth, Nose
Seeing, Touching, Hearing, Tasting, Smelling
Big Idea
We learn about our world through our 5 senses.
5 Senses
Letter to Principal/Parent(formative)
• Write a short letter to the principal/parent telling him or her all of the ideas you have learned about this week.
Magnets(formative)
Instead of Magnets, Use Post-its
No clue I’ve heard of this.
I know a lot about this.
I’m an expert on this.
Note-Taking Specialist(formative)
• Switch notes with your partner.
• Look at your partner’s notes and enhance his/her notes by underlining key terms/ideas, drawing symbols for key ideas, adding in any important notes that are missing, asking questions about key ideas.
Outside/Inside Circle(formative)
• Inside and outside circles of students face each other.
• Within each pair of facing students, students quiz each other with questions they have written or problems they have created.
• Outside circle moves to create new pairs.• Repeat.
P-M-I(formative)
Science
Sequence/steps/cycles/processesScientific principlesContent-area vocabulary
Math
Steps in a process
Social Studies
Important events/turning points/conflictsElements of civilizationHighlights of an eraContent-area vocabulary
ELA
Character/key figures/attributesSetting/conflict/problems & solutionsBeginning, middle, endSymbols/themes
Quick Write/Quick Draw(pre-assessment or formative)
From 25 Quick Formative Assessments for a Differentiated Classroom
• Listen to the question or the problem the teacher asks and discuss it with your partner.
• Do “Rock, Paper, Scissors” with your partner.
• The winner stands and the teacher will choose one or more of the winners to answer the question. Repeat several times.
Rock, Paper, Scissors(formative)
Spinner – Used with Think/Pair/Share(formative)
• In response to a teacher prompt or question, students THINK,
• Then PAIR (discuss with a partner),
• And then SHARE ideas with the whole class – only those whose number is called (using the spinner) share.
1 2
3
456
7
8
SPIN
Tear and Share Activity(formative)
1111 2
3 4
From Fogarty & Pete – Wildly Exciting, 2010
Understanding Check with Signaling(pre-assessment or formative)
4 Fingers – Very Well3 Fingers – Well2 Fingers – Somewhat Well1 Fingers – Not Very WellFist – Not At All
Sometimes
called
“Fist to
Five”
Informal Formative Assessment:Red, Yellow, Green
RED: Show red if you…• feel I have not explained this clearly;• still have many questions;• can’t work without assistance; or• do not understand what you are supposed to do.YELLOW: Show yellow if you…• have a question;• need more information; or• need more time to think.GREEN: Show green if you…• really understand;• can explain what you know to the class; or• are okay if I call on you.
Venn or H-Diagram
(formative)
• The class is divided into 5-6 teams. • The whiteboard/chart paper is divided into a large
space for each team. • Each person needs a writing utensil.• When the teacher says “Go,” all team members
rush to their area and write or draw (symbols/pictures) to represent key ideas in the current topic of study. (It will be crowded!)
• At the end of 3 minutes, each team must present 2-3 ideas from their whiteboard or chart paper creation.
Whiteboard or Chart Paper Champs(formative)
X Marks the Spot(pre-assessment and formative)
• Have students track their progress on the targets.
X
X
Yes/No Cards(pre-assessment or formative)
• Students make a large index card with Yes (or "Got It") on one side, No ("No clue") on the other side.
• Teachers ask an introductory or review question.• Students who know the answer hold up the Yes card, if
they might have the answer they hold the No card.• Then do a quick Think/Pair/Share. • This short assessment can give a quick look at what the
group is ready for/understands/'gets'. • Example: Use when introducing vocabulary words that
students need as a knowledge base for a specific unit of study.
ZAP Game (Like Password)(formative for a vocabulary check)
• One student looks at the screen – one does not look at the screen.
• The student looking at the screen gives clues to the student not looking at the screen.
• As soon as someone “gets” the word, the team raises their hands.
• Other teams quietly say “ZAP.”• Do 6 words, then switch partners.
A Vocabulary Review Activity
ZAP(Like Password)
Summative
The is…
Talk to this person about which of these ideas would work in your classroom.
Stand up and make eye-contact with someone who is wearing a similar color to yours. Discuss the above.
You will each have 2 minutes to talk
Identify at least 2 you will commit to using.
http://www.online-stopwatch.com/online-alarm-clock
Agree DisagreeStatement
Agree Disagree
Formative assessment is a formal test
Formative assessment should only occur at the end of a unit or chapter.
Formative assessment is a system of techniques and strategies.
Formative assessment should always receive a grade.
Formative assessment checks for understanding during instruction.
Anticipation Guide
SOME FINAL THOUGHTS
Formative Assessment:Formative Assessment:
Refers to what happens on a daily basis in the classroom
Provides teachers with information about specific next instructional steps for
students: Assessment Drives Instruction.Assessment Drives Instruction.
Students know where they are at instructionally and where they need to
go
On-going assessment provides continual feedback that helps students progress
over time
FORMATIVE ASSESSMENT
This Type of Assessment
is NOT New…
it is a New way of thinking about our current instruction!
SUMMATIVE ASSESSMENT
This type of assessment is a successful
end productend product and/or the
fulfilling of the pre-stated objective.
Teacher Thoughts on FA
Video Clip
“The Garden Analogy”
Formative Assessment is the equivalent of feeding and watering the plants appropriate to their needs- directly affecting their growth.
Draw the following shapes on your paper and then listen for directions
Something that was said today that SQUARES with my thinking
A question or thought that is going AROUND in my mind
3 Important POINTS to remember