Summer Institutes

2013

ChangeTeacherPractice

ChangeStudentOutcomes

2013 Summer Institutes | Change Teacher Practice Change Student Outcomes

Design Studio Session

CLASSROOM ASSESSMENT

Jami Inman and Lisa McIntosh

NC FALCONNorth Carolina’s Formative Assessment Learning Community’s Online Network

Add website here:

Self-Assessment Survey

Indicate how often you do the following:

5 Daily 4 Weekly 3 Monthly 2 Quarterly 1 Rarely/Never

___ I use checklists when gathering information about student learning.

___ I use rubrics for assessing my students.

___ I write learning targets in student-friendly language on the board and

go over them with my students.

___ I provide students specific information (without using grades) about

where they are in meeting the learning targets.

___ I plan or modify classroom instruction based on the information I

receive from students during class.

___ I give students opportunities to self-assess and set goals for future

learning.

___ I give students opportunities to assess their peers.

Balanced Assessment System

FORMATIVE ASSESSMENT

Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to help students improve their achievement of intended instructional outcomes.

The Council of Chief State School Officers (CCSSO, 2008)

4 Key Words:

Process

During

Feedback

Students

Formative Assessment Model

Research shows that if students are formatively assessed, learning will improve. When learning is improved, students are able to demonstrate that learning in a variety of ways including scoring well on standardized assessments like the EOG and EOC.

Black and Wiliam (1998)

Research

Teachers use a variety of methods to assess what each student has learned.

Teachers use multiple indicators, including formative and summative assessment to evaluate student progress and growth.

Teachers provide opportunities, methods, feedback, and tools for students to assess themselves and each other.

Teachers use 21st Century assessment systems to inform instruction and demonstrate evidence of students’ 21st Century knowledge, skills, performance, and dispositions.

Standard IV: Teachers Facilitate Learning For Their Students

Attributes of Effective Formative Assessment

• Providing students with learning goals and targets in language they can understand

• Clearly describing the criteria for successfully meeting the target through examples

• Effectively using learning progressions to scaffold learning

• Providing descriptive feedback that helps the student know what to do next in their learning

• Actively engaging students in self-assessment as well as peer-assessment.

Grade/ Subject: Big Idea/Objective/Standard:

Learning Target Criteria for Success Collecting Evidence Documenting Evidence

1.What misconceptions do you think students might have?

2.What will you do to address the misconceptions to move learning forward (e.g., how will you adjust instruction, what descriptive feedback will you provide)?

Formative Assessment Plan

 

Establishing Clear Learning Targets

Criteria for Success

Where am I going?

Collecting Evidence

Where am I now?

•The documentation should reflect the learning adequately and appropriately.

•The documented evidence of learning should provide enough information to make sound decisions that inform instruction and improve student learning.

Possible strategies for documenting

evidence:

Documenting Evidence

Sample Strategies for Collecting and Documenting Evidence of Student Learning• Mental Notes

– Giving special attention while listening to student discourse with intent to remember and provide descriptive feedback.

• Symbolic Indicators

– Record any symbol, understood by you and your students, on your class roster that indicates where the student is in reaching the learning target.

• Matrix

– A chart with names down the left side and the learning targets written across the top. As students reach each target, check it off or record short phrases to indicate where each student is in the learning process.

• Audio/Video Recordings

– Live documented footage of what a student does and/or says which indicates where they are in reaching the learning target. The advantage of this strategy is that growth can be documented at different intervals.

FORMATIVE ASSESSMENT CONTENT EXAMPLES

Add link to FA plans here.

Home Base as a

Resource for Assessment

Summer InstituteNCDPI

Jami Inman and Lisa McIntosh

Home Base Assessment Resources

• Express Test Tool

• Student Response System (SRS)

• Create a Test Option

• Data Analysis for enrichment, remediation (differentiation)

Reflection

Mix-Music-Meet

• Using sticky notes….

Select one of the tools we just discussed and describe how it might be used for diagnostic/pre-assessment and summative assessment.

Balanced Assessment System

Risk/Benefit Analysis