Post on 26-Jul-2020
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KansasMTSSisfundedthroughPartBfundsadministeredbytheKansasStateDepartmentofEducation’sEarlyChildhood,SpecialEducationandTitleServices.KansasMTSSdoesnotdiscriminateonthebasisofrace,color,nationalorigin,sex,disability,orageinitsprogramsandactivities.Thefollowingpersonhasbeendesignatedtohandleinquiriesregardingthenon-discriminationpolicies:DeputyDirector,KeystoneLearningServices,500E.Sunflower,Ozawkie,KS66070,785-876-2214.
FormativeAssessment
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FormativeAssessment
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FormativeAssessment
"IfIhadtoreduceallofeducationalpsychologytojustoneprinciple,Iwouldsaythis:Themostimportantsinglefactorinfluencinglearningiswhatthelearneralreadyknows.Ascertainthisandteachhim[orher]accordingly”(Ausubel,1968)
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AssessmentsandInferences
• “Ifsomethingexists,itmustexistinsomequantityandthatquantitycanbemeasured.”
• Cognitiveassessmentsaremeanttomeasurethingswecannotsee– Mathability– Readinglevel– Narcissism– IQ
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AssessmentsandInferences
• Becauseitisunseen,difficulttomeasure– Evenseenobjectsaredifficulttomeasurewithouterror
– Unseenhasmoreerror– Assessmentsattempttoquantifyerrormathematically,StandardErrorofMeasurement(SEM)
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AssessmentsandInferences
• Alldataismeaninglessuntilweapplymean,orgivethenumbervalue– Iscoreda10- meaningless– Itwasoutof100- Ididn’tdowell– Highestgradeinthegroup- Ididgood– Thegroupwasfilledwith5yearolds- notsogood
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ScientificMethod• Tounderstandthedatawemakeahypothesis– Johnnyisextremelylowinmath.Heishardtounderstandverbally,butanywrittenworkandhomeworkcomesbackcompletelyincoherent.
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ScientificMethod
• Wethentestthehypothesis– AskJohnnyaquestion– GiveeveryonehomeworkandseehowJohnnydoes
– CallJohnnytotheboardtowalkthroughtheassignment
– Allresultinincoherentdifficulttodecipherresponsesverballyorwritten
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ScientificMethod
• Wethentestthehypothesis– AskJohnnyaquestion– GiveeveryonehomeworkandseehowJohnnydoes
– CallJohnnytotheboardtowalkthroughtheassignment
– Allresultinincoherentdifficulttodecipherresponsesverballyorwritten
• Othervariables?Canwecontrolforthem?
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ScientificMethod
• Timingiseverythingtouncoverwhatisreallytakingplace
• Mostcurriculumbuilds• Ifwemissfoundationalskills,theoverallknowledgestructureisweaker
• Needtotestandretesthypothesiswithafairlyrapidturnaround
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SummativeandFormativeAssessments
• SummativeAssessment:evaluatestudentlearning,knowledge,proficiency,orsuccessattheconclusionofaninstructionalperiod,likeaunit,course,orprogram.
• FormativeAssessment:aprocessusedbyteachersandstudentsduringinstructionthatprovidesfeedbacktoadjustongoingteachingandlearningtoimprovestudents’achievementofintendedinstructionaloutcomes
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SummativeandFormativeAssessments
“FormativeAssessmentisaprocessusedbyteachersandstudentsduringinstructionthatprovidesfeedbacktoadjustongoingteachingandlearningtoimprovestudents’achievementofintendedinstructionaloutcomes”(Wiley,2013)
www.ksdetasn.org/mtss Wray,2016
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Observations
“Weknowitismoreinformativetoobserveastudentduringamathematicalactivitythantogradehispapers.”(Freudenthal,1973)
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Observations
1. Whatwouldyouhopetoobserve?2. Howwouldyouknow“it”ifyousawit?3. Howmightyourecord/notethe
observation?4. Whatmisconceptionsmightyou
observe?(Fennell,Kobett,Wray,2015)
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Observations
Fennell,Kobett,Wray,2015,p.53
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Interviews
• Whatpromptsone?• Whatdoyouwanttoknow?• Whatdoyouanticipatetohearandhowshouldyourespond?
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Interviews
Fennell,Kobett,Wray,2015,p.55
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ShowMe’s• Stop-and-dropactivitytoshowhowsomethingworks
• Combineselementsofobservationandinterview
• Oftenusedtovalidateinformationfromanobservationorinterview
• Maybeadministeredindividually,smallgroup,oraswholegroup
Fennell,Kobett,Wray,2015
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HingeQuestions• ‘Hinge-Point’toyourlesson• Wasthelessonsuccessfulornot?• Efficiency– Lessthanoneminutetorespond–Amatterofsecondstocheck
• Informandshapethefollowingday’slesson
Fennell,Kobett,Wray,2015
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HingeQuestionsConsiderations• Willthehingequestionassessimportantmathematicalunderstandingsoftheday?
• Willstudentsunderstandthequestion?• Willstudentsbeabletorespondinabout1minute?
Fennell,Kobett,Wray,2015
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HingeQuestionsConsiderations
• Canresponsesbeanalyzedandinterpretedquickly?
• Willresponsesassistinshapingplanningfortomorrow’slesson?How?
Fennell,Kobett,Wray,2015
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ExitTasks• “Meaningfulexittasksarenottrivial,astheyserveasabarometerofthestudents’understandings.” (Fennell,2015)
• Informsorpotentialdifferentiationandgroupingsforthefollowingday
• Shouldbethecapstonetothemajorlearningobjectiveoftheday
(Fennell,Kobett,Wray,2015)
Wray,2016
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TheFormativeProcess
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TheFormativeProcess
• 2Sections(1ofmychoosingoneofyours)–15minconversationwithgroup–3minshareout• Greatestestablishedpractice?• Greatestwaytomaximizeacurrentpractice?
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FurtherReading
• FullResourceinhandouts
• TheFormative5– SkipFennel,BethKobett,JohnWray
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Thankyou!
CaseyPeine casey@kansasmtss.orgDr.PaulaHough paula@kansasmtss.orgCarlaHeintz carla@kansasmtss.orgCarrieDavis carrie@kansasmtss.orgSpencerBrown spencer@kansasmtss.org