Docstoc

Formative Assessment - PowerPoint

Document Sample
Formative Assessment - PowerPoint Powered By Docstoc
					Formative Assessment


Debbie Owens              Kathy Strunk
        AMSP                      AMSP
University of Kentucky   University of Tennessee




                                               1
               Traffic Light



• Read the Formative Assessment Target Goals posted
  on the easel sheets throughout the room.

• Place a green dot on the left side of the easel sheet
  for any goals that you feel you have already mastered.

• Place a yellow dot on the left side of the easel sheet
  for any goals that you know something about but have
  not yet mastered.

• Place a red dot on the left side of the easel sheet for
  any goals that you have either never heard of or that
  you know virtually nothing about.
                                                        2
          Session Target Goals
Participants will:
•   articulate the differences between formative &
    summative assessment

•   recognize the impact of effective formative
    assessment

•    describe and provide examples of how to
    effectively use the five keys to quality
    assessment

•    use three guiding questions to ensure that
    students are informed and involved in the
    assessment process                            3
   Why assess students?


•To gather evidence of student
    learning

•To inform instruction

•To motivate students and
 increase student achievement

                                 4
          Brainstorm
Formative Assessment Strategies


     •   ____________________
     •   ____________________
     •   ____________________
     •   ____________________
     •   ____________________
     •   ____________________
     •   ____________________
     •   ____________________
     •   ____________________

                                  5
How do we assess students?


   Formative Assessment

   Summative Assessment




                             6
             Card Sort
• Use the large label cards to create
  the headings for two columns - one for
  “Formative Assessment” and one for
  “Summative Assessment”

• Sort the cards and place each one
  under the most appropriate heading in
  your chart



                                       7
8
Assessment for Learning


Assessment of Learning



                      9
Teachers, students and parents are     Teachers, principals, supervisors,
        the primary users             program planners, and policy makers
                                            are the primary users
          During learning                       After learning

Used to provide information on what   Used to certify student competence
  and how to improve achievement

 Used by teachers to identify and       Used to rank and sort students
    respond to student needs

     Purpose: improve learning        Purpose: document achievement of
                                                  standards
  Primary motivator: belief that         Primary motivator: threat of
      success is achievable             punishment, promise of reward

            Continuous                              Periodic
 Examples: peer assessment, using      Examples: final exams, placement
 rubrics with students, descriptive   tests, state assessments, unit tests
             feedback


                                                                     10
      Shifts in Assessment
From assessing to       To assessing to learn
learn what students     what students
do not know             understand

From using results to   To using results to
calculate grades        inform instruction

From end-of-term        To students engaged in
assessments by          ongoing assessment of
teachers                their work and others

From judgmental         To descriptive
feedback that may       feedback that
harm student            empowers and
motivation              motivates students



                                                11
    Why these shifts in
      assessment?

A change in the mission of schools:
– A shift from a focus on sorting and
  ranking students to a focus on leaving
  no child behind.


A strong research base:
– Evidence of the substantial impact on
  student achievement

                                           12
The 5 Keys to Quality
     Assessment

   Identify the Purpose

   Clarify the Targets

   Use a Sound Design

Provide Effective Feedback

     Involve Students

                             13
 Assessment Key #1:
Identify the Purpose

    Who will use it?
   How will it be used?


                          14
 Assessment Key #2:
 Clarify the Targets

  Deconstruct the standards.
Are they clear to the students?


                                  15
What do I want them to know?




                           16
Assessment Key #3:
 Use Sound Design
      Method?
      Sample?
      Quality?
       Bias?

                     17
18
    Assessment Key #4:
Provide Effective Feedback
      The best feedback is:
         Descriptive
          Specific
          Relevant
           Timely
         Empowering

                              19
Assessment Key #5:
 Involve Students
   Peer Assessment
   Self Assessment
     Goal Setting




                     20
                   PART ONE
         Engage
KWL chart, Brainstorming, Concept map,
      Questionnaire, Prediction




                                         Explore
                                    “Think, pair, share”,
                                      Drawing Activity




           Explain
     Exit ticket, Make a model,
       Letter to the teacher

                                                            21
   Magnet Activity

• Work in groups of 4

• Three people are students and
  will complete the activity.

• One person (the teacher) is
  responsible for assessing student
  learning.

                               22
 Magnet Activity Instructions
• Agree on the purpose and the targets - record them
  on an easel sheet.
• Set up the materials as shown.




• Take a minute to plan your actions.
• Determine the relationship between the number of
  weights and the number of magnets.
• Record assessment feedback on easel sheet.
                                                       23
        Teachers

• What do your students know?

• How did you find out what they
  know?

• What’s your evidence?


                                24
        Students
• What did you learn?

• How do you know?

• What feedback would you like
  from the teacher?


                                 25
Round Robin Reporting




                        26
27
Demonstration




                28
The Formative Assessment
       Framework




                           29
      Seven Strategies of Formative Assessment
Where am I going?       1. Provide a clear and understandable
                           version of the learning targets.

                        2. Use examples of strong and weak
                           work.


Where am I now?         3. Offer regular descriptive feedback.

                        4. Teach students to self-assess and
                           set goals.


How can I close the     5. Design lessons to focus on one
      gap?                 aspect of quality at a time.
                        6. Teach students focused revision.

                        7. Engage students in self-reflection
                           and let them document and share
                           their learning.
                                                                 30
Mark each example of descriptive feedback with a D and each
example of evaluative feedback with an E. If you believe it is neither,
mark it with an X.

        Good job!

         Sloppy work

         How did you reach that conclusion? Where’s your data

         Proficient
          
         Your calculations are accurate. Take another look at
         appropriate units for density.

         C-

         Excellent!

         You need to try harder next time. You can do it!

         The students at station two are ready for the lab, they
         have their books cleared and their safety glasses on.
         
         You need to label the x-axis, include units with your
         label, choose an appropriate scale, show the points you
         plotted, and give the graph a title.

         81%
                                                                          31
32
Mark each example of descriptive feedback with a D and each
example of evaluative feedback with an E. If you believe it is neither,
mark it with an X.

  E     Good job!

  E     Sloppy work

  D    How did you reach that conclusion? Where’s your data?

  E     Proficient
  E     
  D     Your calculations are accurate. Take another look at
         appropriate units for density.

   E     C-

   E     Excellent!

   E     You need to try harder next time. You can do it!

   D    The students at station two are ready for the lab, they
         have their books cleared and their safety glasses on.
   E     

   X     You need to label the x-axis, include units with your
         label, choose an appropriate scale, show the points you
         plotted, and give the graph a title.

E or D 81%                                                                33
I did these really well:
1.
2.



I could have:
1.
2.



Next time I need to focus on:
1.
2.




                                34
   PART TWO

Elaborate / Extend
 Application problem, Design activity,
         Data table and graph

          Evaluate
Poster, Comparison essay, Presentation,
 Self-evaluation, Constructed response




                                          35
    Temperature Activity

•   Discuss Activity
•   Clarify Targets
•   Prediction
•   Demonstration
•    Feedback
•   Corrections

                           36
You did these really well:
1.
2.



You could have:
1.
2.



Next time you need to focus on:
1.
2.




                                  37
     Think/Pair/Share
• How effective were you at giving
  feedback?

• What could you do differently to
  make it more effective?




                                38
                       Five Keys
                           to
                        Quality
                       Assessment




Identify    Clarify       Use        Provide
                                                   Involve
   the        the        Sound      Effective
                                                  Students
 Purpose    Targets      Design     Feedback




                                          How Do I
           Where Am          Where Am
                                          Close the
            I Going?          I Now?
                                             Gap?




                                                      39
40
Does the density of a solid object change when you change
                    its shape or size?

Prediction:

     Object     Dimensions    Mass    Volume    Density
    (sketch)       (cm)        (g)     (cm³)    (g/cm³)




 Conclusion:
                                                    41
                        COMPARING CUBES

  Sofia has two solid cubes made of the
  same material. One cube is very large,
  and the other cube is very small. Put an
  X next to all the statements you think
  are true about the two cubes.

___ A. The larger cube has more mass than the smaller cube.
___ B. The larger cube has less mass than the smaller cube.
___ C. The volume of the larger cube is greater than the volume of the
       smaller cube.
___ D. The volume of the larger cube is less than the volume of the smaller
       cube.
___ E. The density of the larger cube is greater than the density of the
       smaller cube.
___ F. The density of the larger cube is less than the density of the smaller
       cube.
___ G. The larger cube is more likely to float in water than the smaller
       cube.
___ H. The larger cube is less likely to float in water than the smaller cube.


Explain your thinking. Describe the “rule” or reasoning you used to compare
the cubes.                                                               42
                    Complete the Drawing

            Summative
            Assessment



                          5 Keys
                             to
                          Quality
                         Assessment




    ?          ?             ?            ?       ?




   3
 Guiding       ?                      ?       ?
Questions

                                                      43
                                  Traffic
                     Drawing       Light
                                              Card Sort
                    Completion

       Assessment
                                                             Brainstorm
         Probe



 Reflection                                                        Round Robin
  Survey                                                            Reporting

                                 Strategies


Concept Map                                                        Predictions



          Think
                                                            Performance
           Pair
                                                             Assessment
          Share
                                              Highlight /
                       Peer
                                              Green Light
                    Assessment      Self      Corrections
                                 Assessment

                                                                          44
    ??? to ask before
        assessing
• Why am I assessing?
• What do I want my students to
  know?
• How will I find out if they know it?
• How will I communicate the results
  of my assessment?
• Who should be involved?
                                   45
    In Other Words …
• Clarify your purpose.
• Define your target goals.
• Design your plan - what tool(s)
  will I use to determine if
  students have met the goals?
• Provide feedback to encourage
  learning (Do No Harm!)
• Involve students in their own
  assessment.                       46
     SELF-EVALUATION
• Follow the directions on the handout
  “Determining Where I am Now”
• Record your Ratings for #1-9 on the
  separate answer sheet
• Wait for directions from a facilitator

 Sample Student Surveys are included
           in your notebook

                                           47
             Traffic Light


• Read the Formative Assessment Target Goals posted
  on the easel sheets throughout the room.

• Place a green dot on the right side of the easel sheet
  for any goals that you feel you have already mastered.

• Place a yellow dot on the right side of the easel sheet
  for any goals that you know something about but have
  not yet mastered.

• Place a red dot on the right side of the easel sheet
  for any goals that you have either never heard of or
  that you know virtually nothing about.
                                                         48

				
DOCUMENT INFO