COMMON FORMATIVE ASSESSMENTS THINK-PAIR-SHARE Why do we assess - - PowerPoint PPT Presentation

COMMON FORMATIVE ASSESSMENTS

Why do we assess students? What are the key features of a well

designed assessment system?

THINK-PAIR-SHARE

 To set goals  Evaluate teaching  To provide instructional feedback  To grade achievement  Evaluate curricula  Identify student needs  Evaluate programs  Analyze progress

WHY DO WE ASSESS STUDENTS?

FROM: TO: Sorting Students Competency for all Students Norm Referenced Criterion Referenced More Summative More Formative Large Scale Classroom Level Reliability of Results Usability of Results Isolated Event Ongoing Complicated Standards Specific Learning Objectives

HISTORICAL TRENDS RELATED TO ASSESSMENT

Summative Formative

TWO TYPES OF ASSESSMENT

FORMATIVE

SUMMATIVE

Assessment for learning Monitor student learning in order to

provide ongoing feedback that can be used to respond to the needs of students

FORMATIVE ASSESSMENT

Assessment of learning Evaluation of student learning at the

end of an instructional unit by comparing to some standard or benchmark.

SUMMATIVE ASSESSMENT

 An activity designed to give meaningful

feedback to students and teachers and to improve professional practice and student achievement. Tests designed

• nly to render an evaluation cannot

achieve the potential of assessment for learning that assessment experts have suggested is an essential element of effective practice.

(Reeves, 2009)

DEFINITION: FORMATIVE ASSESSMENT

Write the types of assessments you

use or administer on the slips of paper.

Rank them from most formative to

most summative.

SMALL GROUP ACTIVITY

Most Summative Most Formative

Most Summative (State, District)

(School, Grade, Department)

Most Formative (Classroom, Individual)

SAT/AP Smarter Balanced CAHSEE CELDT Physical Fitness Final Exam Projects Benchmarks Chapter Tests Vocab Tests Essays Quizzes Common Formatives (paper-pencil) Exit Ticket Quick Writes Skill Demonstrations White Boards Think-Write-Pair-Share Observations of Pair-Share Random Non-volunteer Process Oral Checks for Understanding Working 1 on 1 with Student

What percentage of time do

educators typically spend discussing the types of data within the triangle representation?

Where do we want to spend the

most time?

ACTIVITY

TYPICAL TIME

TYPICAL TIME

GOAL

GOAL

A SHIFT IN PRACTICE

PERTINENT RESEARCH

Explain:

 Structure of books  Synthesis of meta-analysis  Zone of desired effects:

 Effect sizes of .15 to .40 are what teachers/students typically

accomplish in a year

VISIBLE LEARNING, HATTIE (2009)

 Utilizing formative evaluations has an

effect size of .90

 Third highest effect size reviewed in

book

 Highest contribution to student

achievement in teachers effect section

VISIBLE LEARNING, HATTIE (2009)

Research evidence gathered in hundreds of

studies conducted around the world over the past decade shows that consistent application of the principles of “assessment for learning” can give rise to unprecedented gains in student achievement, especially for perennial low achievers. The implications of such gains for closing achievement score gaps are profound.

(Stiggins, 2006)

The most useful (best) data should

be connected to the idea of providing feedback.

Back to Visible Learning

 Effect size of .73  Tenth highest, fourth highest in the teaching

domain

Feedback is most powerful when it is

from the student to the teacher

IMPORTANCE OF FEEDBACK

 “When teachers seek feedback from

students as to what the students know, what they understand, where they make errors, when they have misconceptions, when they are not engaged, then teaching and learning can be synchronized and powerful (Page 173).”

 TEACHING AND LEARNING ARE

INTERACTIVE

IMPORTANCE OF FEEDBACK

Frequent formative assessments

and feedback improve achievement for all students.

COMPELLING RESEARCH SHOWS…

 Three things must occur for the

assessment to be formative: 1) the assessment is used to identify students who are experiencing difficulty; 2) those students are provided additional time and support to acquire the intended skill or concept, and 3) the students are given another opportunity to demonstrate that they’ve learned.

(DuFour, Eaker and Karhanek, 2010)

FORMATIVE ASSESSMENT FEATURES

Formative assessment is capable of

triggering big boosts to student’s achievement – the educational equivalent to the cure for the common cold.

 (James Popham, 2010, Strategic Priorities for

School Improvement, Harvard Education Letter)

Formative assessments are considered

common when student learning is assessed using the same instrument or process and according to the same criteria. these assessments are given by teacher teams who teach the same content or grade level-those with the collective responsibility for the learning of a group of students who are expected to learn the same knowledge and skills.

(DuFour et. al., 2010)

COMMON FORMATIVE ASSESSMENT (CFA)

• Promote efficiency for teachers
• Promote equity for students
• Provide an effective strategy for determining

whether the guaranteed curriculum is being taught and, more importantly, learned

• Inform the practice of individual teachers
• Build a team’s capacity to improve its program
• Facilitate a systematic, collective response to

students who are experiencing difficulty

• Offer a powerful tool for changing instructional

practice

BENEFITS OF CFA

The most important result of using common formative assessments is the response teams develop and implement to support student learning. In a well- functioning team, there is a collective response within the team designed to provide immediate support.

Inform instructional decisions Encourage students to learn

COMMON FORMATIVE ASSESSMENTS NEED TO…

IF YOU DO NOT USE THE RESULTS

OF AN ASSESSMENT TO MAKE A DIFFERENCE IN STUDENT LEARNING, THEN THE ASSESSMENT IS SUMMATIVE.

In other words, the function of an

assessment determines if it is formative.

How we respond determines it’s

function.

WHAT ROLE DO OUR COLLABORATIVE TEAMS (PLCS) PLAY?

EMBRACING THE FOUR KEY QUESTIONS

 Question 1: What is it that we want our students to

know and be able to do?

 Question 2: How will we know if each student has

demonstrated the essential learning? Common Formative Assessments

 Question 3: How will we respond when students

experience difficulty in learning? Building a system of responses to assure students will be provided the time and instructional interventions.

 Question 4: How will we deepen the understanding for

students who have mastered the essential learning?

EMBRACING THE FOUR KEY QUESTIONS

The use of CFA and subsequently analyzing the

results will assist in providing targeted intervention.

Gathering evidence of each student’s learning

will enhance both individual and collective instructional practices.

DEEPENING COLLABORATIVE PRACTICE WITH CFA

Look for facts, not blame Learn from the results of assessments Not judge our colleagues

COLLABORATIVE TEAMS MUST BE WILLING TO…

Determine essential learning objective. Decide on formative assessment (or design). Gather data; run reports. Analyze data. Plan the response (page 115).

STEPS:

The more we teach without finding

• ut who understands the

information and who doesn’t, the greater the likelihood that only already-proficient students will succeed.

(Wiggins, 2006)

SHOULD FORMATIVE ASSESSMENTS BE GRADED?

What is the purpose for grading? What meaning do we want our

grades to convey?

Who is the primary intended

audience(s)?

THINK-PAIR-SHARE

Most Summative Most Formative

Most Summative (State, District)

(School, Grade, Department)

Most Formative (Classroom, Individual)

SAT/AP Smarter Balanced CAHSEE CELDT Physical Fitness Final Exam Projects Benchmarks Chapter Tests Vocab Tests Essays Quizzes Common Formatives (paper-pencil) Exit Ticket Quick Writes Skill Demonstrations White Boards Think-Write-Pair-Share Observations of Pair-Share Random Non-volunteer Process Oral Checks for Understanding Working 1 on 1 with Student

Most Summative Most Formative

Where on your continuum would you start grading and why?

THINK-PAIR-SHARE

We need to start systematic grade

reform with conversations about purpose and foundational issues.

Then the details can be finalized. Collect TPS forms.

GRADING

D J F M A M Site Presentations/Discussions X X X Technology Installation X X X Determine Support Staff Need X X Hire/Train Support Staff X X Pilot/Practice with System X X Elementary CFA 1 2 1 Secondary CFA 1 2 2 1

CONCEPTUAL TIMELINE (in collaboration with VTA)

Big picture: be proficient in the use of

CFA by the implementation of CCSS instructional maps in August, 2014

Some sites, grade levels, departments may

be further along in this process

The CFAs will be based on the specific

standard or learning objective taught.

Types of formative assessments: Rapid

Response from School City, creating an assessment from the Inspect item bank in School City, or a teacher created assessment

Additional School City training