Common Formative Assessments (CFAs)

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Common Formative Common Formative Assessments (CFAs) Assessments (CFAs) Adapted from The Leadership and Learning Center Presented by Jane Cook for Plainfield Public Schools [email protected] Available online at: http://ctteams.wikispaces.com/CFA

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Common Formative Assessments (CFAs). Adapted from The Leadership and Learning Center Presented by Jane Cook for Plainfield Public Schools [email protected] Available online at: http://ctteams.wikispaces.com/CFA. As a result of participating in this session, teachers will be able to: - PowerPoint PPT Presentation

Transcript of Common Formative Assessments (CFAs)

Page 1: Common Formative Assessments (CFAs)

Common Formative Common Formative Assessments (CFAs)Assessments (CFAs)

Adapted from The Leadership and Learning CenterPresented by Jane Cook

for Plainfield Public [email protected]

Available online at: http://ctteams.wikispaces.com/CFA

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ObjectivesObjectives

As a result of participating in this session, teachers will be able to:

Explain what a Common Formative Assessment (CFA) is

Describe how a CFA can be used to inform planning and instruction

Begin the process of developing a CFA

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Common Findings inCommon Findings inSuccessful SchoolsSuccessful Schools

Formed a professional learning community

Focused on student work (through assessment)

Changed their instructional practice accordingly to get better results

Did all of this on a continuing basis

Fullan, April 2000

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Professional Learning Communities Ask…

Four essential questions:1. What do all students need to know and be able to do?

2. How do we teach so that all students will learn?

3. How will we know if they have learned it?

4. What will we do if they don’t know or if they come to us already knowing?

DuFour & Eaker, 1998

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Putting the Pieces Putting the Pieces Of the Puzzle TogetherOf the Puzzle Together

Standards and Assessment

Effective Teaching Strategies

Data-Driven Decision Making

Accountability for Learning

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Connecticut Accountability for Learning Initiative

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Priority Standards

“Unwrapped” Standards, Big Ideas, Essential

Questions

Decision Making for

Results

Performance Assessments

Common Formative

Assessments Scoring Guides

How Powerful Practices Work Together

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Nine + 1 Effective Teaching StrategiesNine + 1 Effective Teaching Strategies

1. Similarities and differences2. Summarizing and note taking3. Effort and recognition4. Homework and practice5. Nonlinguistic representation6. Cooperative learning7. Setting objectives, providing feedback8. Generating and testing hypotheses9. Cues, questions, advance organizers10.Non-fiction writing (Reeves, et al)

Marzano, Pickering, & Pollock, 2001

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Powerful PracticesPowerful PracticesProduce Results!Produce Results!

Improvement in student achievement on

all assessment measures!

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Data Teams: Data Teams: The Mechanism The Mechanism for Measuring Progressfor Measuring ProgressStep 1: Collect and chart data and

results.Step 2: Analyze strengths and obstaclesStep 3: Set S.M.A.R.T. goal for student

improvement.Step 4: Select effective teaching

strategies.Step 5: Determine results indicators.

Data Teams Process, The Leadership and Learning Center

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Two Interdependent Practices

Data TeamsCommon Formative Assessments

Learning

Centered

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The Power Of The Power Of COMMONCOMMON Assessments Assessments

“Schools with the greatest improvements in student achievement consistently used common assessments.”

Reeves, 2004

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The Two Tools of Assessment

“No single assessment can meet everyone’s information needs…To maximize student success, assessment must be seen as an instructional tool for use while learning is occurring, and as an accountability tool to determine if learning has occurred. Because both purposes are important, they must be in balance.”

NEA, 2003

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Two Purposes of Assessment: Two Purposes of Assessment: Important DistinctionsImportant Distinctions

• Diagnosis – Assessment FORFOR Learning • Evaluation – Assessment OFOF Learning

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Assessment Assessment FORFOR Learning LearningFormative: Given before before and duringduring the

teaching process to inform planning and instruction, e.g., CFAs, quizzes, etc.

Diagnostic: Intended to be used as a tool or guide to improve teaching and learning

Provides teachers with information they need to create appropriate work for groups of learners or individual students

Not typically used to assign gradesAnswers key questions: Do students possess Do students possess

critical pre-requisite skills and knowledge? critical pre-requisite skills and knowledge? Do students already know some of the Do students already know some of the material that is to be taught?material that is to be taught?

Bravmann, 2004

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Assessment Assessment OF OF LearningLearning

Summative assessment for unit, quarter, semester, grade level, or course of study

Provides “status report” on degree of student proficiency or mastery relative to targeted standard(s) , e.g., CMT, CAPT, etc.

Helps teachers judge effectiveness of their teaching practices

Supports the assignment of gradesAnswers question: Have students Have students

achieved the goals defined by a given achieved the goals defined by a given standard or group of standards?standard or group of standards?

Bravmann, 2004

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Achievement Gains Associated With Achievement Gains Associated With Number of Assessments over 15 weeksNumber of Assessments over 15 weeks

Number of Assessments

Effect Size Percentile Gain

0 0 0

1 0.34 13.5 5 0.53 20.0

10 0.60 22.5

15 0.66 24.5

20 0.71 26.0

25 0.78 28.5 30 0.82 29.0

Bangert-Drowns, Kulik, & Kulik, 2007

(The higher the effect size and percentile gain, the more statistically significant.)

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CFA Big Picture ActivityCFA Big Picture Activity

In your group, organize yourselves in a line in the order that you believe that your topics belong

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What Are Common Assessments?

“Not standardized tests, but rather teacher-created, teacher-owned assessments that are collaboratively scored and that provide immediate feedback to students and teachers.”

Douglas B. Reeves, CEO,The Leadership and Learning Center

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The Power Of COMMON Assessments

“Schools with the greatest improvements in student achievement consistently used common assessments.”

Reeves, 2004

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What Are Common Formative Assessments?

“Common formative assessments are designed to give students specific feedback on the clear target to be achieved, along with suggestions on how to reach that target on subsequent assessments. Students need to understand that this feedback will not be graded but that it will be used by their teachers to design specific instruction to help them improve. After a review of almost 8,000 classroom studies focused on determining the impact of feedback on student improvement, John Hattie (1992) declared: “The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback’.”

Hattie, 1992, p. 9

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What Are Common What Are Common Formative Formative Assessments? Assessments? (continued)(continued)

Assessments forfor learning administered to all students in grade level or course several times during semester, trimester, or year

Items collaboratively designed by participating teachers

Items represent essential (Priority) standards onlyonly

Items aligned to district and state testsResults analyzed in Data Teams in order to

differentiate instructionAinsworth & Viegut, 2006

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Simply Put – A Common Simply Put – A Common Formative Formative Assessment is… Assessment is…

Common = Given by all teachers at a grade level or in a content area

Formative = Provides data to inform planning and instruction

Assessment = Provides diagnostic rather than evaluative information

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How Long Should a CFA Take?How Long Should a CFA Take?

A CFA should take no more than one 45-minute class period. For early grades, it should take much less time, no more than 10-20 minutes. Limit the total number of items so that student papers can be quickly scored and the results can be used right away to inform instruction.

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Grade Levels # of CFA Items

Grades K-1 Approximately 5-8

Grades 2-3 Approximately 8-10

Grade 4-5 Approximately 10-15

Grades 6-8 Approximately 15-20

Grades 9-12 Approximately 20-25

Recommended # of CFA Items

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The Process of Developing CFAs: The Process of Developing CFAs: Laying The Standards Foundation Laying The Standards Foundation - Steps 1-6- Steps 1-6Step 1: Choose Important TopicStep 2: Identify Matching Priority

StandardsStep 3: “Unwrap” Matching Priority StandardsStep 4: Create Graphic OrganizerStep 5: Determine the Big IdeasStep 6: Write the Essential Questions

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The Process of Developing CFAs: The Process of Developing CFAs: Creating The AssessmentCreating The AssessmentSteps 7-10Steps 7-10

Step 7: Write Selected-Response ItemsStep 8: Write Constructed-Response

Items (extended or short)Step 9: Write Essential Question-Big

Idea DirectionsStep 10: Create Answer Key & Scoring

Guides for Constructed-Response Items

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CFAs – A SummaryCFAs – A SummaryPeriodic assessments collaboratively designedMatching pre- and post-assessmentsSimilar in design to high stakes testsItems should represent priority standardsBlend of item types including selected and

constructed response Administered several times a yearResults analyzed in Data TeamsResults used to inform planning and

instruction

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CFA Summary – The BenefitsCFA Summary – The Benefits

Regular and timely feedbackMultiple-measure assessmentsOngoing collaboration opportunitiesConsistent expectations within a grade level

regarding standards, instruction and assessmentAgreed-upon criteria for proficiencyDeliberate alignment between classroom and

district assessmentsPredictive value regarding how students are

doing in time to make instructional modifications

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Now it’s your turn to start the Now it’s your turn to start the process of developing CFAs – process of developing CFAs – Step 1: Choose Important TopicStep 1: Choose Important TopicYou’re ready to begin Step 1 in the CFA

process – this is similar to Step 1 in the Data Team process.

In your Grade Alike Teams work on identifying “important topics” for students in your grade level.

Focus specifically on literacy

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Step 1 (continued)Step 1 (continued)

• Identify topics in literacy that are essential for students to understand at your grade level

• Appoint a scribe on your team to write the list the topics

•Topic examples: Sound-letter relationships, making text connections, narrative writing, informational text, reading comprehension, e.g., main idea, supporting details, inferences, generalizations, etc.

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On to Step 2 – Identify Matching On to Step 2 – Identify Matching Priority StandardsPriority Standards

Using the Common Core State Standards handout, identify the standards that match the important topics that your Grade Level Team found in Step 1

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Next is Step 3 – “Unwrapping” the Next is Step 3 – “Unwrapping” the StandardsStandards

Analyze the wording of your Priority Standards to determine exactly what students must know and be able to do.

Underline the key concepts – the important nouns and noun phrases that students must know.

Circle the skills - those verbs that represent what students must be able to do.

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Step 3 Example – “Unwrapping” Step 3 Example – “Unwrapping” the Standardsthe Standards

Revise texts for organization, elaboration, fluency, and clarity

CT English/LA Framework 3.2c Revise texts for organization, elaboration,

fluency, and clarity

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Next Steps…Next Steps…

Bring materials to the next session that will help you develop questions for your CFAs.

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Exit Card Reflection QuestionsExit Card Reflection Questions

What did I learn? What are the key points I want to remember?

What helped/hindered my learning?What questions do I still have? What suggestions do I have for the next

PD session?