How Policy Makers Can Support Formative Assessment for Formative - - PowerPoint PPT Presentation

How Policy Makers Can Support Formative Assessment for Formative Assessment for Deeper Learning

Robert Linquanti WestEd

Formative Assessment for Deeper Learning of College‐and Career‐Readiness Standards: Exploring Educator Practices and State p g Policies Needed to Get There CCSSO National Conference on Student A t 6/24/2015 S Di CA

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Assessment 6/24/2015 San Diego, CA

How Can Policy Makers Support Formative Assessment?

1

Teacher professional learning

• 1. Teacher professional learning
• 2. Teacher recruitment and induction
• 3. Teacher & administrator evaluation systems
• 4. Educator assessment literacy

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2 (Heritage, Walqui, & Linquanti, 2013, 2015; Linquanti, 2014; Santos, Darling- Hammond, & Cheuk, 2012)

• 1. Ensure teacher professional

learning models formative assessment practices

• Update state professional learning standards

for teachers and administrators

• Strengthen local support & engagement

structures structures

• Problems of practice
• Learning trajectories, coaching & feedback, reflection
• Learning trajectories, coaching & feedback, reflection
• Apprenticeship in FA process

(Linquanti 2014; Heritage Walqui & Linquanti 2013; Santos Darling-Hammond &

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3 (Linquanti, 2014; Heritage, Walqui, & Linquanti, 2013; Santos, Darling Hammond, & Cheuk, 2012)

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• 2. Align teacher preparation,

credentialing, and induction to strengthen FA in new teachers

• Incorporate FA practices in teacher prep,

credentialing induction / admin credentialing credentialing, induction / admin. credentialing

• Recruit from IHEs that develop FA capacity
• d

l l

• Incentivize and support pre‐service clinical

experiences, mentorship

(Linquanti, 2014; Heritage, Walqui, & Linquanti, 2013; Santos, Darling-Hammond, &

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7 ( q , ; g , q , q , ; , g , Cheuk, 2012)

Leading Deep Conversations in Conversations in Collaborative Inquiry Groups p

Tamara H. Nelson, Angie Deuel, David Slavit and Anne Kennedy David Slavit, and Anne Kennedy

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• 3. Build teacher evaluation

systems that value & model FA for teachers & students

• Incorporate FA practices into standards, indicators
• Support multiple observations by trained peers

with actionable feedback & self‐reflection

• Use student perception surveys reflecting theory
• f instruction, probing experience of teacher

t ti t f db k expectations, support, feedback

(Measures of Effective Teaching (MET) Project, 2012, 2013; Linquanti, 2014; H it W l i & Li ti 2013 2015)

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Heritage, Walqui, & Linquanti, 2013, 2015)

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(MET Project, 2014)

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(ME T Pro je c t, 2012)

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(ME T Proje c t, 2012)

Students’ perceptions and feedback matter

• 1. I usually have a pretty good idea about what I am expected to learn in this class.
• 2. When I’m asked to learn something new in this class, even if it’s difficult, I know I

can learn it. 3 Typically I don’t have a very good idea if I am making enough progress in this

• 3. Typically, I don t have a very good idea if I am making enough progress in this

class.

• 4. I’m really excited about learning new things in this class.
• 5. I often don’t have a clear idea in this class about what I am supposed to be learning

6 M t f th ti I d ’t l k f d t l i thi i thi l

• 6. Most of the time, I don’t look forward to learning new things in this class.
• 7. Even with help and plenty of time, I’m going to have difficulty learning new things in

this class.

• 8. In this class, I get enough information to keep track of my own learning

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, g g p y g achievement.

Source: CCSSO: Assessing Students’ Affect Related to Assessment for Learning: An Introduction for Teachers (Stiggins & Popham, 2007)

(The Way I See School, Grades 7-9)

• 4. Develop assessment literacy

to ensure appropriate use of different forms of evidence

Formative assessment process Formative assessment process Summative assessment

• Ensure policies and messaging clarify and

support a balanced assessment system

• Specify how PD plans and resources will

build teachers’ and students’ FA capacity

• Review resources claimed to support FA

process

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(Linquanti, 2014; Heritage, Walqui, & Linquanti, 2013)

Assessment Cycles and Levels

Formative assessment process Formative assessment process Interim/Benchmark assessment Summative assessment

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(CDE ELA/ELD Curriculum Framework, 2014, adapted from Herman & Heritage, 2007)

Assessment: A Process of Reasoning from Evidence To Inform Teaching and Learning

Assessment for Assessment of Dimension Assessment for learning Assessment of learning Method Formative A t Classroom Summative/ Interim/Benchmark Large‐scale Summative A t Assessment process / Assessment Assessment Purpose Assist immediate learning Measure student achievement/progress Evaluate educational programs g /p g p g Focus Teaching & learning Measurement Accountability I di id l t d t & G d l l/ Locus Individual student & Classroom learning Grade level/ Department/ School School/district/state Proximity l i In the midst Middle‐distance Distant to learning In the midst Middle distance Distant Timing During instruction

After teaching‐learning cycle  Between units/ periodic

End of year/course

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Participants Teacher & Student (T‐S / S‐S / Self) Student Student

(CA ELA/ELD Curriculum Framework, Fig 8.3, adapted from Linquanti, 2014)

Cyc le Me thods Informa tion Use s/ Ac tions

Types and uses of Assessment: Short‐Cycle Formative

Cyc le Me thods Informa tion Use s/ Ac tions

Minute-by- minute

-Observation -Questions (teachers and students) -Instructional tasks -Students’ current learning status, relative difficulties and misunderstandings, emerging or -Keep going, stop and find out more, provide oral feedback to individuals, adjust instructional -Student discussions -Written work/ representations g g g partially formed ideas, full understanding j moves in relation to student learning status (e.g., act on “teachable moments”)

Daily Lesson

Planned and placed strategically in the lesson: -Observation, -Students’ current learning status, relative difficulties and misunderstandings, emerging or -Continue with planned instruction -Instructional adjustments in -Questions (teachers and students) -Instructional tasks -Student discussions -Written work/ representations partially formed ideas, full understanding this or the next lesson -Find out more -Feedback to class or individual students (oral or p -Student self-reflection (quick write) ( written)

Week

-Student discussions and work products -Students’ current learning status relative to lesson learning -Instructional planning for start

• f new week

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products -Student self-reflection (e.g., journaling) status relative to lesson learning goals (e.g., have students met the goal(s), are they nearly there?

• f new week

-Feedback to students (oral or written) (CA E L A/ E L D Curric ulum F ra me work, F ig . 8.5)

What enables an evidence gathering strategy or tool to be part of the formative assessment process? be part of the formative assessment process?  Specificity of evidence (instructionally actionable)  Timing of evidence (while teaching and learning of  Timing of evidence (while teaching and learning of lesson/unit objectives still underway)

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Formative Assessment vs. Using Assessments of Learning formatively Using Assessments of Learning formatively

Formative Assessment Process Using Assessments of Learning formatively Process

 Practices used during instruction to guide

Learning formatively

 After period of learning (e.g., end‐of‐unit) learning  Evidence gathered specific & ti l Cl l i  Who met goals, who needs help, what I might improve t ti I t h it

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& timely: Close learning gap to goal next time I teach unit

Questions? Questions?

rlinqua@wested org rlinqua@wested.org

Linquanti, R. (2014). Supporting formative assessment for deeper p learning: A primer for policymakers. Prepared for the Formative Assessment for Students and Teachers (FAST) State Collaborative Teachers (FAST) State Collaborative for Assessment and Student Standards (SCASS). Washington DC: Council of Chief State School Officers. http://www.ccsso.org/Resources/Publications/Supporting_Formative_Assessment f D L i A P i f P li k ht l

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