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Formative Assessment LessonsGeneral Information
Hot Topics: Wordle
Essential Question:
What is Balanced Assessment and how can it impact my instruction?
Discussion: Balanced Assessment
Linking Principlesof Formative Assessment
to Classroom Practice
Learning Targets: I can identify and apply the elements of
Balanced Assessment.
I am open to trying out new ideas in my classroom to create a balanced assessment system.
Why assess students?
To gather evidence of student learning
To inform instruction
To motivate students and increase student achievement
6
Shifts in Assessment
To assessing to learn what students understand
To using results to inform instruction
To students engaged in ongoing assessment of their work and others
To descriptive feedback that empowers and motivates students
From assessing to learn what students do not know
From using results to calculate grades
From end-of-term assessments by teachers
From judgmental feedback that may harm student motivation
Activity
Concept Definition Map
Five Keys to Quality Assessment
Clear Purpose
Clear Learning Targets
Sound Design
Effective Feedback
Student Involvement
99
PURPOSE
TARGET
ACCURACY EFFECTIVE USE
STUDENTINVOLVEMENT
DESIGN
EFFECTIVE COMMUNICATION
Pre-Assessment
Self-Assess
Reflect
Where am I going?
Where am I now?
How can I close the gap?
Scaling the Assessment Literacy Ladder
Compliance
Commitment
Learning Target
I can describe why formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
I can describe the design and purpose of each type of Formative Assessment Lesson.
Types of Formative Assessment
Types Focus Length of cycle
Long-cycle Across marking periods, quarters, semesters, years
4 weeks to 1 year
Medium-cycle Within and between instructional units
1 to 4 weeks
Short-cycle Day by day Minute by minute
Within and between lessons
24-48 hours5 seconds to 45 minutes
Formative Assessment Lessons
Formative Assessment Lessons are intended to support teachers in formative assessment.
They both reveal and develop students understanding of key mathematical ideas and applications.
They enable teachers and students to monitor in more detail their progress towards the targets of the standards.
They assess students’ understanding of important concepts and problem solving performance, and help teachers and their students to work effectively together to move each student’s mathematical reasoning forward.
Two Types of Formative Assessment Lessons
Problem Solving-
A rich task that has many possible strategies for the students to use
Concept Focused-
A task focused on a specific standard or cluster of standards.
Both Types
Develop Math PracticesStrengthen Connections Among Math Content
Problem Solving Tasks
Students take an active stance in solving mathematical problems.
Assess and develop students’ capacity to apply their mathematics flexibility to non-routine unstructured problems, both from the real-world and within pure mathematics.
Designed to be used from time to time through the year. They help students connect all the math they have learned and use it in understanding practical situations.
Concept Focused Tasks
Concept-focused lessons help students and teachers realize that “Proficient students expect mathematics to make sense.”
These lessons are designed to reveal and develop students’ interpretations of significant mathematical ideas and how these connect to their other knowledge.
Designed to be used by teachers every two/three weeks, over one or two class periods depending on how mathematics instruction is structured. They may be used in the middle of a curriculum unit on the topic, to gauge and improve students’ level of understanding, and/or they can be used later in the year as review and support.
Five Strategies of Formative Assessments
1. Clarifying and sharing learning intentions and criteria for success
2. Engineering effective discussions, questions, activities, and tasks that elicit evidence of learning.
3. Providing feedback that moves students forward
4. Activating students as instructional resources for one another.
5. Activating students as owners of their own learning. Marnie Thompson and Dylan Willam
Assessment for Learning Strategies
Where am I going?
1. Provide a clear statement of the learning target
2. Use examples and models
Where am I now?
3. Offer regular descriptive feedback
4. Teach students to self-assess and set goals
How can I close the gap?
5. Design focused lessons
6. Teach students focused revision
7. Engage students in self-reflection; let
them keep track of and share their learning
Where to find them?
www.mathshell.orgThe Mathematics Assessment Project
http://map.mathshell.org/materials/index.php
Take Home Message
Assessment literacy is not hard learning, but it is slow learning, and it requires sustained and targeted support at all levels of the system.
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