A Guide to Formative Assessment by donovantatehe


									A Guide to Formative
 Astrid Fossum & Sharonda M. Harris,
 Mathematics Teaching Specialists
 Milwaukee Public Schools

    In this session participants will:
   Explore a professional development model
    used to inform classroom instruction.
   Examine how district leaders are working with
    teachers to support the use of formative
    assessments in mathematics.
   Engage in writing effective descriptive

“Improved formative assessment helps low
  achievers more than other students and reduces
  the range of achievement while raising
  achievement overall.”

“Firm evidence shows that formative assessment
  is an essential component of classroom work
  and that its development can raise standards of

Black, P. & Wiliam, D (1998). Inside the Black Box: Raising Standards through classroom assessment. Phi Delta
     Kappan, 808(2), 139-148.
 Comprehensive Mathematics

National Research Council. (2001). Adding it up. Mathematics Learning Study Committee, Center for Education, Division of Behavioral
                   Sciences and Education, National Research Council. Washington, DC: National Academy Press.
  National Research Council. (2002). Helping Children Learn Mathematics. Mathematics Learning Study Committee, J. Kilpatrick & J.
  Swafford, Editors. Center for Education, Division of Behavioral Sciences and Education. Washington, DC: National Academy Press.
 Wisconsin Department of Public Instruction. (1998). Wisconsin’s model academic standards for mathematics. Madison, WI: Author.
District Learning Targets
   D. Measurement
                                                    Grade 6
                MPS Learning Target #5                                  MPS Learning Target #6
                        (Grade 6)                                                (Grade 6)
   Estimate and measure attributes of objects (including Estimate and determine perimeter/circumference, area,
   angles) and make unit conversions within and          distance, and elapsed time in real-world contexts and
   between customary and metric systems.                 explain strategies.
   Descriptors                                           Descriptors
   Measurable attributes: 1, 2                           Direct measurement: 3, 4
   Direct measurement: 3, 5                              Indirect measurement: 6, 7, 8
State Assessment Descriptors
                     Wisconsin Sub-skill Descriptors (Beginning of Grade 7)
   Sub-skill D.a: Measurable attributes
                     1) Select the appropriate unit of measure to estimate the length, liquid capacity, volume,
                     weight/mass of everyday objects using U.S. customary and metric.
                      2) Convert units within a system e.g., feet to yards; ounces to pounds; inches to feet; pints to
                      quarts. Approximate conversions of units between metric and U.S. customary systems using
                      a model or in context (quart/liter; yard/meter).
   Sub-skill D.b: Direct measurement
                      3) Apply appropriate tools and techniques to measure down to the nearest 1/4-, 1/8-, or 1/16-
                      inch or nearest centimeter or millimeter.
                      4) Determine and compare elapsed time in problem-solving situations.
                      5) Measure and/or draw angles up to 180 degrees.
   Sub-skill D.c: Indirect measurement
                       6) Estimate area given a reference.
                      7) Determine perimeter/circumference and area of squares, rectangles, triangles,
                      parallelograms, and circles in real-world context.
                      8) Determine the distance between points using a scale.
                            Description of Assessment:

CABS Class Summary Report
 School:                           Grade Level:
 Teacher:                                                  _______Sp.Ed        _______Reg.Ed

 MPS Learning Target(s):           Expectations:
 State Descriptor(s):              (What do you expect to see on student’s paper to demonstrate

 Students’ Successes:              Students’ Challenges:

 Next Steps:
                                                     Description of Assessment:

CABS Assessment Overview
After working through the assessment, reflect on what you expect students to do. Complete the following table
before developing your descriptive feedback.

School:                                                            Date:
Teacher:                                                           Grade Level:
                                                                   ______Sp.Ed          _______Reg.Ed
Identify appropriate Key Mathematics Features students may          Identify misconceptions you anticipate students will demonstrate:
develop as a response to this assessment:

                                                                    Identify misconceptions you observed in the students’ work:
                      Types of Feedback
Motivational Evaluative                       Descriptive              Effective

Feedback is            Feedback is            Descriptive Feedback     Feedback asks the
primarily              primarily evaluative   primarily tells the      student what to do to
motivational                                  student how to correct   move their reasoning
                                              their reasoning.         to the next level.

Purpose: to            Purpose: to measure    Purpose: to improve      Purpose: to improve
encourage and          student achievement    learning by indicating   learning, by moving
support the learner    with a score or a      to the student what      student reasoning to
                       grade                  needs to be improved     the next level

            More Summative                                 More Formative
                                                                      Description of Assessment:

Student Feedback Summary

School:                                                                 Date:
Teacher:                                                                Grade Level:
                                                                                               _______Sp.Ed      _______Reg.Ed

Student    Descriptive Feedback to Student                              Summary of Instructional Decisions
Name:      (Frame with language to students that challenges them to     (How much re-teaching is needed? What follow-up is needed? Do my
           revise, redo, relearn, or expand.)                           lesson plans need to be revised?)
   Teacher                             Student
       Conversations around                Increased achievement
        student work                        Ability to clear up
       Identify different student           misconceptions on second
        strategies                           attempts, without re-
       Increased understanding of           teaching/intervention
        formative assessment                Self-reflection on ways to
       Instructional decisions              improve their work
        based on identified                 Increased involvement in
        misconceptions and                   self-assessment
       Descriptive Feedback can
        save on re-teaching time
   Teacher                Student
     Buy-In                 Interpretation of the

     Time commitment         feedback
     Record-keeping         Looking for a grade

     Grading                Lack of motivation

     Redundancy
The Learning Team Continuum

              Past
            Present

             Future
   Black, P., & Wiliam, D. (1998). Inside the black box:
    Raising standards through assessment. Phi Delta
    Kappan, 80(2), 139-148.
   Brookhart, S.M., (2007). Feedback That Fits.
    Educational Leadership, 65(4), 54-59.
   Stiggins, R.J., Arter, J., Chappuis, J., & Chappuis, S.
    (2005). Assessment FOR Learning: An Action Guide
    for School Leaders. Portland, OR: Assessment
    Training Institute.
   Wiggins, G., & McTighe, J. (1998). Understanding by
    Design. Alexandria, VA: Association for Supervision
    and Curriculum Development.

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