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					Formative Assessments:
Checking for Understanding
   Douglas Fisher & Maria Grant
         February 2008
Define STRATEGY - what does this
term mean?
Define STRATEGY
 Instructional routine
 Cognitive strategy
   “curricularized comprehension”??
I’ll go back to school
     and learn more
          about
        the brain!
400+ Page text

       “Somites are blocks of dorsal mesodermal
cells adjacent to the notochord during vertebrate
organogensis.”

      “Improved vascular definition in
radiographs of the arterial phase or of the
venous phase can be procured by a process of
subtraction whereby positive and negative
images of the overlying skull are superimposed
on one another.”
Skills Versus Strategies?
I don’t know how you’re going to
learn this, but it’s on the test.
Quick, Build Background!
Expand Understanding Through Reading
Reading Increasingly Difficult Texts
 Read “Non-Traditional” Texts

To date, over 100 YouTube videos!
PBS (The Secret Life of the Brain)
Internet quiz sites about neuroanatomy
Talking with peers and others
interested in the brain
But, the midterm comes

   17 pages, single spaced
Besides Some Neuroanatomy, What Have I
     Learned?

 You can’t learn from books you can’t read
 (but you can learn)
 Reading widely builds background and
 vocabulary
 Interacting with others keeps me motivated
 and clarifies information and extends
 understanding
 I have choices and rely on strategies
Apathy
What would have helped me
learn better?
 INSTRUCTION that was
  Personalized
  Purposeful
  Design around a model and guided
  practice
 ASSESSMENTS that were
  Formative
  Developmental
TEACHER RESPONSIBILITY

                                               “I do it”
    Focus Lesson
     Guided                                    “We do it”
     Instruction

                            Collaborative          “You do it
                                                    together”

                            Independent                “You do it
                                                        alone”

                   STUDENT RESPONSIBILITY

     A Structure for Instruction that Works
                     (c) Frey & Fisher, 2008
Checking for Understanding is…

   Formative
   Systematic
   Planned
It is not…
   Left until the end of the unit
Checking for
Understanding involves…
 Oral language
 Questioning
 Written language
 Projects and performance
 Tests
 Common assessments and consensus
 scoring
 Fisher, D., & Frey, N. (2007). Checking for understanding: Formative assessment
 techniques for your classroom. Alexandria, VA: Association for Supervision and
 Curriculum Development.
Considerations for Test
Design
 More than “cataloging mistakes”
 Match items with purpose
   Multiple choice for item analysis
   Short answer for recall of information
   Dichotomous for sampling wide knowledge
   Essay for organizing info, creative
   responses
 Use it to plan future instruction!
Make Instructions Explicit
Select key standards
 with pacing guide
                          Identify materials and teach


  Create and administer
  common assessment                  Consensus score and
                                    complete item analysis


                                         Reteach
   Analyze results in               Revise pacing guide
   course alike groups
                                    Revise assessment

                                    Intervention groups
How does a plant grow?
How does it gain mass?
          Item Analysis in Science
a) It gets its food from   Does not understand that nutrients are
     the soil.             manufactured internally by the plant.
Misconception
b) It turns water and air Understands that food is manufactured
into sugar.               internally, but does not understand that
Oversimplification        water and the carbon dioxide (from the
                          air) are used to make sugar and oxygen.
c) It has chlorophyll to Does not understand that some parasitic
produce food.             plants do not contain chlorophyll.
Overgeneralization
d) It adds biomass        Correct answer
through photosynthesis.
  Our goal is not to
determine how smart
children are, but how
 children are smart.

				
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posted:11/21/2012
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