Formative Assessment

Avon

December 2017

Meet Today’s

Presenters

• Meredith Keedy-Merk

• Member of the Project SUCCESS Team for three years

• Special Educator for 8 years

• Building Administrator/ Special Education Coordinator for 3 years

• Ashley Quick

• First year with the Project SUCCESS team

• Special educator for 10 years

• Higher ed custom publishing for 3 years

Meet Today’s

Presenters

Welcome!

• Name

• Position

• Share a celebration!

www.pcgeducation.com | PCG Education

Please take a moment to introduce yourself!

Agenda

• Summative and formative assessment overview

• Formative assessment process

• Formative assessment for students with significant cognitive disabilities

• Planning lessons with embedded formative assessments

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Objectives: Participants will be able to…

• Understand key components of formative assessment

• Develop formative assessments embedded in lesson plans

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Activity

• What does formative assessment mean to you?

• What are the key characteristics?

• Write a definition.

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ESSA

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What is assessed?

Academic skillsBehavioral

Performance

Social/Emotional Learning

Competencies

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What is the purpose of assessing??

Formative Summative

What is assessed?

Academic skillsBehavioral

Performance

Social/Emotional Learning

Competencies

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Academic skillsBehavioral

Performance

Social/Emotional Learning

Competencies

FormativeThe goal of formative assessment is to gather feedback that can be used by the instructor and the students to guide improvements in the ongoing teaching and learning context.

Summative

The goal of summative assessment is to measure the level of success or proficiency that has been obtained at the end of an instructional unit or time period, by comparing it against some standard or benchmark.

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Assessment TypeAssociated

Terms/AssessmentsCharacteristics Purpose Examples

Formative –

Focus on

development

at a time

• Informal

• Interim

• Local or common

assessments

• Diagnostic Assessment

• Aimsweb

• Acuity

• NWEA

• iReady

• On-going and embedded in

instruction and learning

• Students engaged in the process

and identify strengths and

weaknesses

• Leads to effective feedback

• Informs standards based grading

• Monitor academic, behavioral and

social/emotional progress

• Monitor and inform next

instructional steps

• Monitor Continuous individual

and group progress on standards

• Asking students to submit one or

two sentences identifying the main

point of a lecture

• Asking students to submit an

outline for a paper

• Questioning using text dependent

questions

• Learning logs

• Math journals

• Graphic organizer, such as KWL

chart

Summative –

Focus on outcomes after

an established timeframe

• High stakes assessment

• Local or Common

Assessments

• Graduation exam

• ISTEP

• ISTAR

• Aimsweb

• NWEA

• Diagnostic Assessment

• Interim Assessment

• After instruction and intervention

• Measures individual levels of

success or mastery

• Pre-determined schedule for

administering

• Compares student success against

a standard or benchmark

• Assess student academic,

behavioral and social/emotional

outcomes

• Summarize progress on outcomes

across classes, schools and

subgroups

• evaluate student learning, skill

acquisition, and academic

achievement at the conclusion of a

defined instructional period

• State-mandated assessments

• District benchmark or interim

assessments

• End-of-unit or chapter tests

• End-of-term or semester exams

• Common Writing Prompts scored

with a rubric

• Scores that are used for

accountability for schools (AYP)

• Report card grades

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Assessment TypeAssociated

Terms/AssessmentsCharacteristics Purpose Examples

Formative –

Focus on

development

at a time

• Informal

• Interim

• Local or common

assessments

• Diagnostic

Assessment

• Aimsweb

• Acuity

• NWEA

• iReady

• On-going and embedded in

instruction and learning

• Students engaged in the

process and identify

strengths and weaknesses

• Leads to effective

feedback

• Informs standards based

grading

• Monitor academic,

behavioral and

social/emotional progress

• Monitor and inform next

instructional steps

• Monitor Continuous

individual and group

progress on standards

• Asking students to submit

one or two sentences

identifying the main point

of a lecture

• Asking students to submit

an outline for a paper

• Questioning using text

dependent questions

• Learning logs

• Math journals

• Graphic organizer, such as

KWL chart

Summative –

Focus on outcomes

after an established

timeframe

• High stakes

assessment

• Local or Common

Assessments

• Graduation exam

• ISTEP

• ISTAR

• Aimsweb

• NWEA

• Diagnostic

Assessment

• Interim Assessment

• After instruction and

intervention

• Measures individual levels

of success or mastery

• Pre-determined schedule

for administering

• Compares student success

against a standard or

benchmark

• Assess student academic,

behavioral and

social/emotional outcomes

• Summarize progress on

outcomes across classes,

schools and subgroups

• evaluate student learning,

skill acquisition, and

academic achievement at

the conclusion of a defined

instructional period

• State-mandated

assessments

• District benchmark or

interim assessments

• End-of-unit or chapter

tests

• End-of-term or semester

exams

• Common Writing Prompts

scored with a rubric

• Scores that are used for

accountability for schools

(AYP)

• Report card grades

What else?

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Can be used summatively OR formatively.

• Summatively they:

• Measure students achievement several times a year.

• Determine students progress towards grade-level standards.

• Hold educational programs accountable

• Signal areas for investigating curriculum scope, sequence, and planning professional development.

• Formatively they:

• Provide baseline (pre-assessment) data about where students are along the learning progression before instruction begins.

• Provide data that informs lesson plans and decisions about small group composition.

Benchmark / Interim Assessments

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Formative Assessment is…

…the planned, continuous process teachers and students use to reveal learning, analyze learning, and adjust instruction and learning strategies to enhance students’ achievement of intended outcomes.

IDOE

Formative assessment is

a process used by

teachers and students

during instruction that

provides feedback to

adjust ongoing

teaching and learning

to improve students’

achievements of

intended instructional

outcomes.(FAST SCASS, 2006)

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Formative Assessment

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Formative Assessment is a PROCESS used by teachers and students

Where am I

going?

Where am I

now?

Where to next?

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Teachers who are..

• Collect evidence of student thinking (quality of thinking)

• Interpret student responses in terms of what students were thinking

• Consider what feedback or immediate next step in instruction will address the specific needs

• Collect evidence of student performance (quantity of thinking)

• Evaluate the correctness of responses

• Re-teach topics based on percent correct

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Expert in Formative Assessment

Not expert in Formative Assessment

[Minstrell, Anderson, & Li (2009); Hattie (2009); Hattie & Timperley (2007); Kroog, Ruiz-Primo, &Sands (2014)]

Teachers who are..

• Collect evidence of student thinking (quality of thinking)

• Interpret student responses in terms of what students were thinking

• Consider what feedback or immediate next step in instruction will address the specific needs

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Expert in Formative Assessment

Examples for Students with Significant Disabilities

What can a formative assessment process look like with students with

more significant disabilities?

Key Strategy: Sharing learning targets and criteria for success

• Students need to know and be able to discuss “Where am I going?”

• Otherwise, they are only complying with directions, not actively pursuing learning

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Where am I

going?

Where am I

now?

Where to next?

How do you know the difference between compliance and learning?

How does a Learning Target “Live”in a lesson?

• Share the target verbally

• Students put the learning target into their own words or explain it to a friend

• Students use an organizing visual—a picture, chart, video, smart board image, or handout that unpacks an important concept

• Students and teacher refer to the learning target throughout the lesson in ways that help the students self-assess

• Students analyze and discuss examples of strong and weak work

• Students discuss the connection of today’s lesson to what they learned previously and where they are headed in this lesson

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Know the Access Skills for the Assessed Standard

Unpacking Template

Content Connector:

SKILLS: What students should DO? (VERBS) CONCEPTS: What students should KNOW? (NOUNS)

What access skills are required for every student to master the selected grade-level standard?

Which access skills describe barriers for this student’s access to and progress toward this grade-level standard?

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Know the Access Skills for the Assessed Standard

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Sharing Learning Targets and Criteria for Success

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Skill ShareTarget

Criteria for Success

Student Action

Identify character

Key Strategy: Teachers and students review evidence and provide feedback

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Where am I

going?

Where am I

now?

Where to next?

Teachers and Students Review Evidence and Provide Feedback

• Student talk – questions and discussion

• Student writing

• Student work, project, constructions

• Student actions

• Teacher

• Self

• Peer

• Resources (e.g., books, materials, internet)

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Evidence Feedback

Teachers and Students Review Evidence and Provide Feedback

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Skill Evidence Example Feedback Example

IdentifyCharacter

Student Talk Teacher

Key Strategy: Adjust ongoing teaching and learning to improve achievement

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• Teacher action

• Student learning

Where am I

going?

Where am I

now?

Where to

next?

Adjust Ongoing Teaching & Learning to Improve Achievement

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Teacher Action

• Next instructional moves

• Next instructional materials

• Next instructional activities

• Next assessment evidence

• Re-teaching

• Mini-lessons

• Moving on

Student Learning

• Revising work

• Additional work

• Studying

• Review

• Re-reading

• Reading new material

• Questioning

Adjust Ongoing Teaching Strategies and Learning

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Skill TeacherAction

Student Action

Identify Character

Recap

Where am I

going?

Where am I

now?

Where to next?

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Learning Targets

Evidence/FeedbackTeacher/Student Action

Planning lessons with embedded formative assessment

Planning Considerations

• How will I introduce the learning target to the students?

• How will I know if the student knows the learning target?

• How will I differentiate instruction so all students can participate throughout the lesson?

• What formative assessments will be useful? What data will I collect throughout the lesson?

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Lesson Planning Resources

• Indiana Academic Standards/Content Connectors

• Core Vocabulary

• Academic Vocabulary

• Curriculum Resources

• Templates

• PATINS UDL

• Project SUCCESS

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Let’s Practice!!

Plan Lesson with Formative Assessment

• Use resources to develop lesson plans that highlight the formative assessment process

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Where am I

going?

Where am I

now?

Where to next?

Activity

• What does formative assessment mean to you?

• What are the key characteristics?

• Write a definition.

38

Next StepsEvaluation & Feedback form