# A Guide to Formative Assessment by donovantatehe

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```									A Guide to Formative
Assessment
Astrid Fossum & Sharonda M. Harris,
Mathematics Teaching Specialists
Milwaukee Public Schools
fossumag@milwaukee.k12.wi.us

harrissm@milwaukee.k12.wi.us
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
feedback.
Research

“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
achievement.”

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

References
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
MPS Learning Target #5                                  MPS Learning Target #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
Date:
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
understanding?)

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

School:                                                            Date:
______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:
_______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?)
Successes
   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
challenges
   Descriptive Feedback can
save on re-teaching time
Challenges
   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
Resources
   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.