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Formative Assessment Institute
Presented by:
Jennifer Nehl
From
Outcomes
•To develop a basic understanding of formative assessments; assessment FOR learning.
tie.net
Staff Jennifer Nehl
Formative Assessment Wikispace
Assessment Continuum
Pre-AssessmentDiscovering
Summative/Final
AssessmentMaking Sure
Formative AssessmentChecking Up
It isn’t the method that determines whether the
assessment is summative or formative…
…it is how the results are used.
Seven Strategies for Assessment FOR
LearningWhere am I going?1.Provide a clear and understandable vision of the learning target.2.Use examples and models of strong and weak work.
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 lessons to focus on one aspect of quality at a time.6. Teach students focused revision.7. Engage students in self-reflection and let them keep track of and share their learning.
What and How
Tool: What/How
Learning Targets
Learning Targets• How do you currently
communicate the intended learning of a lesson, activity, task, project, or unit to students?
• When does this communication occur?
Four Types of Learning Targets
Let’s Practice
Clear Learning Targets
Descriptive Feedback
Seven Strategies for Assessment FOR
LearningWhere am I going?1.Provide a clear and understandable vision of the learning target.2.Use examples and models of strong and weak work.
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 lessons to focus on one aspect of quality at a time.6. Teach students focused revision.7. Engage students in self-reflection and let them keep track of and share their learning.
Providing Feedback
“The most powerful single modification that enhances student achievement is feedback. The simple prescription for improving education must be ‘dollops of feedback’” (Hattie, 1992, p. 9).Robert Marzano, Classroom Instruction that Works Chapter 8, p. 96
Feedback, the Breakfast of
Champions
Dr Robert Marzano:Powerful feedback
is – Corrective– Timely– Specific– Self monitoring
Providing Feedback
•Feedback should be specific to a criterion. Criterion-referenced feedback tells students where they stand relative to a specific target of knowledge or skill. --Marzano, 2001, p. 185.
Descriptive FeedbackStiggins
• “Providing students with descriptive feedback is a crucial part of increasing achievement. Feedback helps students answer the question, ‘Where am I now?’ with respect to ‘Where do I need to be?’-Classroom Assessment for Student Learning, page 44
Give it a try
Descriptive FeedbackStiggins
When providing DF, you must provide two components:
1.Area of strength, growth or celebration.
2.Coach for growth.
Descriptive Feedback
Individually1. Star three
successful statements of descriptive feedback.
2. Circle three non-descriptive statements of feedback.
With a partner3. Discuss the successful
statements. What specifically helps students answer “Where am I now?”, “Where do I need to be?”
4. Discuss the non-descriptive statements. Reword them to help students answer “Where am I now?”, “Where do I need to be?”
Descriptive Feedback
Initially
Give you elbow partner feedback on what they are wearing
Now…
Give your elbow partner descriptive feedback on what they are wearing.
Descriptive Feedback
What was the difference?
