Transcript Standard 1b presentation

Formative
Assessment:
An Essential Ingredient
in a Recipe for a
Comprehensive
Balanced Assessment
System
Future Ready Schools
VARIATIONS ON A THEME…
ALL KIDS CAN LEARN!
(DuFour & Dufour Copyright Soulution Tree)
1. ...Based on ability
2. …If they take advantage of the
opportunity
3. …And we will accept responsibility for
ensuring their growth
4. …And we will establish high standards of
learning that we expect all students to
achieve
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Indicators of
Sound Classroom
Assessment Practice
Skill in gathering accurate information
+ Effective use of information and
procedures
______________________________
Sound Classroom Assessment
Practice
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If the purpose of school is truly to ensure
high levels of learning for all students,
schools will:
(DuFour & Dufour Copyright Soulution Tree)
1.
Clarify what each student is
expected to learn
2.
Monitor each student’s
learning on a timely basis
3.
Create systems to ensure
students receive additional
time and support if they are
not learning
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4 POINTS FOR GROWTH:
DuFour’s Critical Corollary Questions
IF WE BELIEVE ALL KIDS CAN LEARN…
1. What is it we expect them to learn?
2. How will we know when they have learned it?
3. How will we respond when they don’t learn?
4. How will we respond when they already know it?
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Why do we assess?
Formative Assessment
vs.
Summative Assessment
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Purposes of Assessments
Adapted from Braveman, S. L.
(Ed Week, March 17, 2004)
•
assessment
for learning
–diagnostic
(given before
instruction to
gather information
on where to start)
–formative
(monitors student
progress during
instruction)
•
assessment of learning
–summative (the final
task at the end of a unit, a
course, or a semester)
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Focus on the Importance of
Classroom Assessment
•
it guides students’ judgment of “what is
important to learn, affects their
motivation and self perceptions of
competence, structures their
approaches to and timing of personal
study…consolidates learning and affects
the development of enduring learning
strategies and skills. It appears to be
the most potent forces influencing
education”
Crooks (1988)
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What should classroom
assessment involve?
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Both Formative and
Summative Assessment
Formative
Summative
A process used by teachers
and students during
instruction that provides
feedback to adjust ongoing
teaching and learning to
help students improve their
achievement of intended
instructional outcomes
A measure of
achievement to
provide evidence
of student
competence or
program
effectiveness
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Possible Assessment Methods
Formative Assessment
 Questioning
 Classroom
Discussions
 Learning Tasks
 Feedback
 Conferences
 Interviews
 Student Selfassessment
Summative Assessment
•Selected Response
Multiple-Choice
True/False
Matching


Fill in
•Extended Written
Response
•Performance
Assessment
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Formative Assessment FOR
Student Learning
• Where
does the student
need to go?
• Where is the student now?
• How do I help the student
close the gap?
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Seven Strategies for Student
“Assessment for Learning”
Where am I going?
Provide a clear statement of the learning target
Use examples and models of great work
Where am I now?
Offer regular descriptive feedback
Teach students to self-assess and set goals
How can I close the gap?
Design focused lessons
Teach students focused revision
Engage students in self-reflection; let them keep
track of and share their learning.
Stiggins, R. J., Arter, J. A., Chappius, J., & Chappuis, S. (2004).
Classroom assessment FOR student learning: Doing it right – using it
well. Portland, OR: ETS Assessment Training Institute.
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Where does the student need
to go?
• Students
must be involved
in this process. They must
understand what is
expected of them.
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DECONSTRUCTING STANDARDS
Standard/Benchmark:
Type:
 Knowledge
 Reasoning
 Skill
 Product
Learning Targets
What are the knowledge, reasoning, skill or product targets underpinning the standard or
benchmark?
Knowledge
Reasoning
Skill
Product
Targets
Targets
Targets
Targets
Stiggins, R. J., Arter, J. A., Chappius, J., & Chappuis, S. (2004). Classroom assessment FOR
student learning: Doing it right – using it well. Portland, OR: ETS Assessment Training
Institute.
Future Ready Schools
DECONSTRUCTING STANDARDS
Standard/Benchmark: 101 Develop and use ratios, proportions, and percents to
solve problems.Type:  Knowledge
 Reasoning
x Skill
x Product
Learning Targets
What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark?
Knowledge
Reasoning
Skill
Product
Targets
Targets
Targets
Targets
•Understanding of
vocabulary (ratio,
proportions,
corresponding,
similar,
congruent,
percents,
probability)
•Relationship
between ratios
and percents
•Understand
fractions
•Problem solving
methods
•Determination of
when and how to
use ratios and
proportions in
problem situations
•Differentiate
between needed
and unneeded
information
•Ability to assess
correctness of
answer
•Set up ratios,
proportions
•Convert between
fractions, decimals,
and percents
•Identify effective
problem solving
methods
•Read and analyze
problems for
needed information
•Correctly setup
proportion, ratio,
and percents from
problem situations
•Given problem
situations provide
accurate use of
ratios, proportions,
and percents to
solve problems
•Calculate
probability and
percent
Stiggins, R. J., Arter, J. A., Chappius, J., & Chappuis, S. (2004).
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DECONSTRUCTING STANDARDS
Standard/Benchmark: Grade 7: Obj. 5.01
Explain the significance of genes to inherited characteristics: Genes are the units of
information. Parents transmit genes to their offspring. Some medical conditions and
diseases are genetic.
Type:
X Knowledge
Reasoning
 Skill
 Product
Learning Targets: What are the knowledge, reasoning, skill or product targets underpinning
the standard or benchmark?
Knowledge
Targets
Definitions: gene,
genetics, inherited,
heredity , dominant,
recessive,
homozygous,
heterozygous
Reasoning
Targets
Skill
Targets
Product
Targets
•Genes
transmitted to
offspring ensure
continuity of information
within a species.
•The understanding that
some medical conditions
and diseases are
genetic affects the
quality of human life.
Stiggins, R. J., Arter, J. A., Chappius, J., & Chappuis, S. (2004).
Future Ready Schools
Differentiate Activities:
NCSCO
S
Grade
7: Obj.
5.01
Grade
7: Obj.
5.03
Target
Type
NO CLUE!
Enduring
Understanding
I think I understand.
Learning
Experiences
Genes transmitted to
offspring ensure
continuity of
information within a
species.
Fact or Fiction
KWL
Genes control
inherited traits of
organisms which
may be dominant,
recessive or
incomplete.
Heredity
foldable
How do genes
show in
offspring?
Case of the
Hooded
Murdered
I’VE GOT IT!
Guiding Questions
1. What type of information is transmitted
from parents to offspring?
2. Why do organisms resemble their
parents?
3.Why is the understanding of and the
manipulation of genetics essential to the
quality of human life?
1. How are inherited traits expressed in
offspring?
2. How are organisms of the same kind
different from each other?
Grade
7: Obj.
5.04
Organisms
reproduce and pass
on heritable traits to
offspring which may
be displayed on a
pedigree and
predicted with a
Punnett square.
1. What type of information may be
determined from pedigree analysis?
2. What type of predictions may be made
using a Punnett square
Grade
7: Obj.
5.05
Evidence indicates
genetics… choices
lead to human traits.
How does the understanding and
manipulation of genetics and heredity affect
the quality of human life?
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• The
student must be provided
with descriptive rather than
evaluative feedback
• Descriptive feedback must be
ongoing and must include
information about how the
student can improve
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Example of Descriptive
Feedback
• “You
performed the calculations
correctly. However, you are getting
confused about when to apply the
perimeter formula and when to
apply the area formula. Review the
definitions of area and perimeter
and try to think of ways they are
different.”
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Effects of Evaluative
Feedback
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Students must be involved
in self-assessment and peer
assessment
• Students must be engaged
in a dialogue with teachers
and peers about the content
•
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Next steps…
•
•
•
Increased commitment to a high-quality
formative assessment as a process
Increase the use of descriptive
feedback, reduce evaluative feedback
Increase student involvement in the
assessment process
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