FORMATIVE ASSESSMENTS : Chris Shore

Aracely Espinoza Aracely.Espinoza@leonagroup.

com

THIS SESSION’S GOALS: PWBAT identify

formative and summative assessments in a group activity.

PWBAT use data from formative assessments to create a data driven plan of instruction

PWBAT use different exit slip activities as a form of formative assessment.

WHAT IS THE DIFFERENCE BETWEEN FORMATIVE AND SUMMATIVE ASSESSMENTS?

Write down your answer on handout (#1) Partners 1& 2 Share and 3& 4 Share your answers

with eachother. Be ready to share with group Formative Assessments: Used to gather feedback

that can be used by the instructor and the students to guide improvements in the ongoing teaching and learning context. These are low stakes assessments.

Summative Assessments: used to measure the level of proficiency that has been obtained at the end of an instructional unit, by comparing it against some standard or benchmark. These are high stakes assessments

FORMATIVE VS. SUMMATIVE GROUP ACTIVITY Take the colored card stock paper that has the

instructions on it (one per group). Go to “Reading for Part 2” The instructions guide you to read silently for a few

minutes. When done, share important points with your group members.

Place your green card in the category you feel it fits best (formative or summative assessment?)

Continue until every one has shared their reading and continue to take turns taking the remainder of the green cards and placing them where you feel they belong.

Please follow the instructions on your card stock.

UNIT TESTS AS FORMATIVE ASSESSMENTS When a test is given in your class, how

closely do you look at the results? Do the results influence what you plan next for your class? Take a look at the first test sample on part 3 of your packet. Assume your objective was that 75% of your students would pass the test with a 70% or higher. Did you reach your goal? Take some time to write in the box provided

Share with a partner in your group (1& 3 share and 2 & 4 share)

GROUPING STUDENTS ACTIVITY TO RE-TEACH As a bell ringer, present and re-teach commonly

missed problems with class (limit to 1-2 types) Those who did very well (100% scorers) view a video on

challenging material on the computer instead…I use website: blendspace.com where I have created videos on my ipad using the Bcontext app

Group students based on performance on test Groups of 4 work well. In a class of 25 there would be

about 6 groups. The teacher or para professional works with the lowest

scoring group The highest scoring group splits up amongst the 4-5 next

lowest scoring groups to serve as tutors (don’t worry these students will get challenged later in the activity)

SAMPLE GROUPS Highest Scorers (100%): Martina, Mercedes,

Isabel, Yudith, Xavier Lowest Scorers (22%): Rosamalia, Rene, Andres,

Fabian, Francisco Covarrubias get tutored by the teacher or a para and a highest scoring student like Martina.

Second to the lowest scorers (45%): Karla, Luis, Francisco Cheno get tutored by Xavier

Third to the lowest scorers (55%-67%): Marcos, Jaret, Abby, Louis get tutored by Yudith

Fourth to the lowest scorers (70- 75%): Ulitza, Andres G., Marimar, Desy get tutored by Isabel.

Fifth to the lowest scorers (87 – 91%): Lorena, Eddie, Francisco Ruiz, Ricardo get tutored by Mercedes.

CONTINUATION OF ACTIVITY Tutors (key is provided) help their assigned groups

complete practice problems according to the level they are at.

Tutors join their original groups. In groups, everyone takes a group test. Tests are different depending on the level of the group. All must take test, agree on answer, and show work. ONE person will be selected to have their test graded. All in that group will receive that score (score is a percent that will increase original score …at most 15% increase)

Tutors are tested on new challenging material they learned during bellwork.

VIDEO OF ACTIVITY http://blnds.co/19WP2Bp

UNIT TESTS AS FORMATIVE ASSESSMENTS Please turn to Part 4 of your packet. Look at the results of this unit test.

What would you do with this data? Please write your answer in the box.

Share as a group (all four members) and decide on the best next step to take.

EXIT SLIPS AS A FORM OF FORMATIVE ASSESSMENT

Exit slips are great to ensure: bell to bell teaching That you reached your objective for the

day To create a plan if you did not reach your

objective for the day That students walk away from your class

with a clear understanding of what they learned that day

EXIT SLIP ACTIVITY GUIDLINES Do

Hold each student individually accountable

Ask a question that is essential to the day’s objective

Check it that day and have feedback the next day

Create a plan to set the student up for success

Don’t Execute it in a loud

environment where students can easily copy (when wanting to use it as a formative assessment)

Collect it at the end of the week or wait more than a day to give feedback.

Make it easy for students to say they “get it” when they really don’t

OBJECTIVE JOURNAL PART 1

What are the objectives?

What problems will they be able to do by the end of class?

What if they already know what you are going to teach them?

OBJECTIVE JOURNAL In a quiz

like environment, students answer the question posed at the beginning of class.

OTHER EXIT SLIP IDEAS Please go to Part 6 of your packets. Look at the picture of the Exit Slip activity.

Describe how you think this could be used in your classroom.

Write your answers for questions 1-3. All groups members have different pictures.

Prepare to share yours with your group. After group members share the obstacles

discussed for problem #3, share some solutions you may have.

CONTINUATION OF EXIT SLIPS Please look at part 7 of your packet. This is another exit slip idea created by

one of our Leona teachers, Jennifer Johnston.

The top one has a sample problem that she used.

The bottom one is blank so that you can create your own if you would like.

CONTINUATION OF EXIT SLIPS Please look at part 8 of your packet. This is another exit slip idea created by

myself. The top one has sample instructions The bottom one is blank so that you

can create your own if you would like.

CREATE YOUR OWN EXIT SLIP FOR THIS PD:

PWBAT identify formative and summative assessments in a group activity.

PWBAT use data from formative assessments to create a data driven plan of instruction

PWBAT use different exit slip activities as a form of formative assessment.

Please go to Part 8 of your packet. Tear off the bottom exit slip.

Write down your own instructions for this PD

Person 1&2 trade and 3&4 trade

Fill out each other’s exit slip and turn it in on your way out

THANK YOU!!!

RESOURCES USED: Doug Lemov’s

“Teach Like a Champion” techniques. http://wvde.state.wv.us/teach21/Examp

lesofFormativeAssessment.html

THANK YOU!!! A session survey

will be emailed to you this week through a Googledoc. Kindly complete it so we can reflect and improve future PD efforts.

Travel safely!