FORMATIVE ASSESSMENTS Hertford County Schools

FORMATIVE ASSESSMENTSHertford County Schools

Before We Begin…

Visit: http://region1rttt.ncdpi.wikispaces.net/ Add the Region 1 wikispace to your favorites. Click “Region 1 Events” in the left menu. Click “Formative Assessments” to access the

interactive agenda for today. Click “Agenda”. Complete the Google Form “Who is in the

room?” on your interactive agenda.2

http://region1rttt.ncdpi.wikispaces.net/

Housekeeping

• Virtual Parking Lot• Penzu.com• Reflection

Your input is essential and valued!

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Can We Agree?

Appreciation for one anotherExchange ideas freelyInfluence what we canOpportunity to reflectUnite in purpose

Learning Outcomes Understand the “big ideas” of

formative assessment. Obtain tools and strategies effective

use of formative assessment strategies to improve student learning.

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Six Step IntroductionWalk 6 steps to meet a new colleague:

Answer Question #1• You’ve been given access to a time machine. Where and

when would you travel to? Why?

Answer Question #2• If you could be any superhero and have super powers,

which one would you like to have and why?

Pinch Cards

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What?

Why?

When?FreeDigitalPhotos.net


Read the four vignettes located on your table.

Decide if the vignettes reflect valid examples of formative assessment based on your current knowledge.

Four Vignettes

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The What…“Formative assessment is a process

used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.”

Council of Chief State School Officers, definition of formative assessment, 2008

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Burning Questions

JIGSAW ACTIVITY

Article:Formative Assessment: Improving Learning in Secondary Classrooms

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Burning Questions (Jigsaw)

GROUP 1:What are the

benefits of formative

assessment?11


GROUP 2:What does formative

assessment involve in practice?

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GROUP 3:What are the major

barriers to wider use of formative

assessments?13


GROUP 3 How can policy

promote effective teaching and

assessment across systems?

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Burning Questions (Jigsaw)GROUP 4:

How can school leaders and

teachers address school-level

barriers?15

Burning Questions (Jigsaw)GROUP 5:

How to promote formative

assessment?

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Time to Share • Return to your group• Share what you learned from your article• Identify how you can use this information

to improve the use of formative assessment at your school.

• Share your thoughts with the entire group.

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What’s the difference between summative assessments and formative assessments?

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Monitoring along the wayWhere are we

starting?Where did we

end up?

Are we moving in the right direction?Are we going at the necessary pace?

Are we leaving anyone behind?

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Formative Assessment Model

Learning goals and criteria for

success should be clearly identified

and communicated to students. Learning goals and criteria for

success should be clearly identified

and communicated to students.

Teachers must identify/pre-plan the

instructional strategies that they will use

to collect the evidence of student

learning progress. Analysis of student

learning will help teachers to design

appropriate descriptive feedback to

move students forward.

Teachers must identify/pre-plan the

instructional strategies that they will use

to collect the evidence of student

learning progress. Analysis of student

learning will help teachers to design

appropriate descriptive feedback to

move students forward.

Students should be provided

with evidence-based feedback

that is linked to the intended

instructional outcomes and

criteria for success. Students should be provided

with evidence-based feedback

that is linked to the intended

instructional outcomes and

criteria for success.

If you don’t use them to make a difference in student learning, they’re summative.

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“For assessments to become an integral part of the instructional process, teachers need to change their approach in three important ways:1.They must use assessments as sources of information for both students and teachers, 2.They must follow assessments with high-quality corrective instruction, and 3.They must give students second chances to demonstrate success.”

Thomas R. Guskey, Ahead of the Curve (Solution Tree, 2007), p. 16

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My Favorite “No”• How does this strategy

allow for immediate re-teach or intervention?

• How does this approach of discussing what is correct and incorrect address both students' academic and psychosocial needs?

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https://www.teachingchannel.org/videos/class-warm-up-routine?fd=1

Museum Walk: Examples

Museum Walk

• Who does this strategy address?

• What grade level ?• How can this strategy be

used in the classroom?(What does it look like?)

• Walk and view other posters

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For Example

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Strategy: Fist to FiveAddresses: Individual Learning/wholeGrade Level/Subject: K-12 any subjectWhat does it look like? (Give an example from your classroom.)5 = Very Well4 = Well3 = Somewhat Well2 = Not Very Well1 = Need More Help0= Not At All

Descriptive Feedback

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Feedback Cycle

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Good Feedback…• Identifies strong and weak aspects of

performance• Plays a part in shaping the student’s

response to a task• Is linked to assessment criteria and

expected outcomes• Makes sense to students

Paul Black, 2003

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You Know It’s Good When…• Your students learn—their work does

improve.• Your students become more motivated—

they believe they can learn, they want to learn, and they take more control over their own learning.

• Your classroom becomes a place where feedback, including constructive criticism, is valued and viewed as productive.

Paul Black, 2003

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Feedback Attributes• Timing• Amount• Mode• Audience• Focus• Comparison• Valence

30FreeDigitalPhotos.net


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Feedback Theatre


Timing


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Feedback Theatre


Amount

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Feedback Theatre


Mode

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Feedback Theatre


Audience

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Feedback Theatre


Focus

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Feedback Theatre


Comparison

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Feedback Theatre


Valence

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Quality Feedback Criteria1. It must be timely.2. It must be specific.3. It must be understandable to the

receiver.4. It must allow the student to act on

the feedback (refine, revise, practice and retry).

(Wiggins, 1997)

Formative Assessment Plan Identify a big idea or objective Identify the learning targets Identify the criteria for success Identify how you will collect evidence Discuss how you could document evidence

Collecting and Documenting Evidences

• 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.

Collecting and Documenting Evidences• 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.

The more you do, the easier it gets...

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

http://www.ncpublicschools.org/acre/falcon/http://www.ncpublicschools.org/accountability/educators/vision/formative

Session Evaluation

• Visit: http://region1rttt.ncdpi.wikispaces.net/

(Section N on your agenda.)

Your feedback is important to us!

Contact InformationAbbey Futrell, PD Consultant, Region 1 [email protected] (252) 227-0838

Beth Edwards, PD Consultant, Region [email protected] (252) 916-6842

Dianne Meiggs, PD Consultant, Region [email protected] (252) 340-0113

FORMATIVE ASSESSMENTS Hertford County Schools

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