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FORMATIVE CLASSROOM ASSESSMENT:PURPOSE, CREATION, AND DECISION MAKING
Angela Denson and LaTonya Lawrence
Norfolk Public Schools
Please complete
the entrance ticket and place it in the center
of your table.
Agenda
Introduction and Objective Assessing Students What’s the Difference? Summative, Common
Formative, and Formative Classroom Assessments Five Key Strategies of Formative Classroom
Assessment Sample Formative Classroom Assessments Reflections
Schedule a 9:00 Appointment
Assessing Students
Anticipation GuideExamples, Turn & Talk
Instructional Changes
Summative Assessments
• a final measure of how students performed on multiple standards taught over a period of time
• usually given annually• state/district created
• assessment OF learning
• high stakes• can be a tool to
evaluate the effectiveness of the instructional program
Common Formative Assessments
• used to:
diagnose student learning difficulties, set
individual teacher goals as well as team goals
for student improvement, identify and share
effective teaching strategies, plan differentiation• given bi-weekly or monthly• assessment FOR learning• may include formal pre-/post assessments to
compare student growth
Common Formative Assessments
• similar in design and format to district and state assessments
• data is used to drive instruction• writing samples
Common Formative Assessments“Not standardized tests, but rather teacher-created, teacher owned assessments that are collaboratively scored and that provide immediate feedback to
students and teachers.”
Doug Reeves
Common Formative Assessments Cycle
Formative Classroom Assessments• ongoing/daily• used to gauge student progress during instruction
and again at its conclusion• helps teachers adjust teaching and learning as it
happens and determine the next steps• assessment FOR learning• exit/entrance ticket• think-pair-share• white board responses• graphic organizers
Formative Classroom Assessments• observations• questioning• gives students specific, descriptive feedback • typically not used to assign grades• data is used to drive/modify instruction
Formative Classroom Assessment Cycle
Formative Assessment
Cycle: Using Data Day-
to-Day
Plan
Teach
Reflect
Data
Data
Data
Assessment and Instruction
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.
-CCSSO
Formative Classroom Assessments
Why Assess Students?
*To certify achievement*the “end result” of the
learning process reported by grade or standardized
test
Summative Assessment
To compare or evaluate curriculum, schools,
teachers, and/or studentsAccountability
*To inform teaching and learning*
gathered during the learning process, and
allows teachers to make choices about instruction.
FormativeAssessment
16
Five Strategies of Formative Classroom Assessment (FCA)
Strategy #1 - Clarifying, sharing, and understanding learning intentions and success criteria.
Design educational experiences backward from the intended outcome – If you don’t know where you’re going, you might end up somewhere else
Specify learning intentions, but keep the context of learning out of the learning intention – begin lessons with an engaging question
Differentiate success criteria (what we use to judge whether or not activities were successful)
Five Strategies of FCA
Strategy #2 - Engineering Effective Discussion, Tasks, and Activities That Might Elicit Evidence of Learning
No hands up, except to ask a question – having students raise their hands to show they have an answer is ineffective, the teacher should ask a question then randomly select a student to respond
Plan questions prior to the lesson; allow think time (at least 3 seconds) after the question is posed and answered; encourage students to give an answer and an explanation
Try to have students construct responses rather than selecting them
Provide corrective feedback
Five Strategies of FCA
Strategy #2 (continued)
All student response - at least every 20 minutes of group instruction Letter/Number Cards Finger Voting Colored Cards (red & green) and a magic bridge;
identifying correct sentence structure, matching a sentence with a picture; cause & effect relationship; story details; three facts and a fib
Dry Erase Boards Page Protectors (ex. graphic organizers) Entrance/Exit Tickets
Choose the assessment
method that best matches the
question.
Five Strategies of FCA
Strategy #2 (continued)
Question shells/stems:
~Questions asked affect the level of thinking
~1 hour a student spends devising questions about what they have been learning with correct solutions is more effective than one hour spent completing practice tests
cried
Carla ran into the house.
fell
Sample Formative Assessment
Adapted from VDOE
Stand Alone Format - Excellent Quick Assessment
QUESTION STEM OR GRAPHIC ORGANIZER
STEM
Identify the facts and opinions of the passage or excerpt.
QUESTION STEMS - MAKING PREDICTIONS
Adapted from VDOE
QUESTION STEMS - DRAWING CONCLUSIONS
Adapted from VDOE
QUESTION STEMS-SUMMARIZING
Adapted from VDOE
FCA – Strategy #2 (Continued)
FCA – Strategy #2 (Continued)
Five Strategies of FCA
Strategy #3 - Providing Feedback That Moves Learning Forward Purpose – positive, corrective reinforcement to get the
learner back on track during the learning process When providing feedback, focus more on the reactions
of the students and less on the feedback. Reactions include:
~a change in behavior (increase/reduce effort)
~a change in the goal (reduce/increase aspiration)
~abandonment of the goal (goal is too easy/hard)
~rejecting the feedback
Five Strategies of FCA
Strategy #3 (Continued)
Feedback vs. Feedbad
Five Strategies of FCA
Strategy #3 (Continued)
Feedback
Feedbad
Add details to the 2nd sentence to help your
reader understand your focus
paraphrasing error
Reread p.19 then rewrite
your comprehension answer
Confused with 2nd sentence
Excellent job using word cues to figure out a word
Use a dictionary
Five Strategies of FCA Strategy #3
Five Strategies of FCA
Strategy #4 – Activating Students as Learning Resources for One Another Purpose – engaging students in assessing the work of
their peers can substantially increase student achievement
Cooperative Learning – when students work cooperatively to accomplish shared learning goals
Five conditions important in maximizing the likelihood that cooperative learning increases student achievement:
(1) positive interdependence, (2) face-to-face interaction, (3) individual accountability, (4) frequent use of the relevant interpersonal, and small-group skills, (5) reflection time on learning
Five Strategies of FCA
Strategy #5 – Activating Students as Owners of Their Own Learning (Self-Assessment) Plus-Minus-Interesting: at the completion of an
assignment, students identify one thing they found easy, difficult, and interesting about a task (respond on sticky notes, post, and review)
Learning Portfolios Question Parking Lot Learning Logs
Five Strategies of FCA
Strategy #5 Students as Owners of Their Own Learning Model Expectations Looks Like Sounds Like Feels Like Review them frequently (routines & procedures)
Five Strategies of FCA
Strategy #5 Anchor Chart (revisit expectations) Looks like students showing respect Sounds like lots of academic language Feels like an “I can do it attitude” Look fors
FCA Cycle – Before, During, After
Before During After
Find out what the students know
Monitor and adjust teaching and learning
Reflect and plan next steps
Marzano’s High Yield Strategieshttp://www.palmbeachschools.org/qa/documents/Handout5-MarzanoHighYieldStrategies.pdf
Research-based strategies for increasing student achievement:
1. Identifying Similarities and Differences=45%
2. Summarizing and Note-taking=34%
3. Nonlinguistic Representations=27%
4. Cooperative Learning=23%
5. Setting Objectives and Providing Feedback=23%
Adapted from the book: Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement, by Robert Marzano (2001)
Activities
Your Book of Bugs – Grade1/2 (www.wegivebooks.org)
Superstar in Golf and Life – Grades 4/5
Creating engaging activities
Please locate this 2nd grade passage in your packet and pull out your activity “goodie bag”
Animals, Animals – Grade 2 Activity
pouch
stripe
1
post
2
peddle3
stick4
practice
2.10c use dictionaries, glossaries, and indices
Which two words would appear on the same dictionary page as these guide words?
Animals, Animals – Grade 2 Activity
SOL 2.7 singular possessives
Exit TicketName ____________________________Read the sentences below.
Circle two words that show possession.
A giraffe’s spots are brown. Its neck is very long. It eats leaves from tall trees. It’s the tallest animal in the savanna.
Animals, Animals – Grade 2
This is the same question as the previous slide, but the format is different. Read the sentences below.
Circle two words that show possession.
A giraffe’s spots are brown. Its neck is very long. It eats leaves from tall trees. It’s the tallest animal in the savanna.
1.It’s
2.giraffe’s
3.eats
4.Its
5.leaves
Wegivebooks.org – Grade 2 Activity
Your Book of Bugs – page 13
1. let go
2. free
3. shut in
4. catch
5. eat
SOL 2.7c Use knowledge of antonyms and synonyms
Choose two synonyms for trap on page 13?
Wegivebooks.org – Grade 2
Your Book of Bugs – page 13This is the same question as the previous slide, but the format is different.SOL 2.7c Use knowledge of antonyms and synonyms
Complete the chart.
Synonyms
trap
Antonyms
let go catch free shut in
Wegivebooks.org – Grade 2 Main Idea Example
Student Comprehension Book
Checking for Understanding
Thinking Outside the Box◦ Paraphrasing/Retelling◦ Summarizing◦ Exit cards – what are three things that you
learned in class today?◦ Stoplight Exit Ticket◦ Read/write/pair/share◦ Specific Graphic Organizers: Descriptive pattern,
time sequence, process/cause-effect, etc.◦ Response Cards/Dry Erase Boards/Hand Signals◦ Think/pair/share
Your turn
Let’s give it a try
Group participants
The Pony Express –
Grade 4
Please complete the after section
-Anticipation Guide Review
Reflections52
Instructional Internet Resources
- Brunelle, L. (2014). Your Book of Bugs. Retrieved from: www.wegivebooks.org- Marzano, R. (2001). Marzano’s (Nine) High Yield Instructional Strategies. Retrieved
from: http://www.palmbeachschools.org/qa/documents/Handout5-MarzanoHighYieldStrategies.pdf
- Ryan, C. Animals, Animals. Retrieved from: www.readinga-z.com
- Anticipation Guide video: http://www.readingrockets.org/strategies/anticipation_guide
- Concept Sort video: http://www.readingrockets.org/strategies/concept_sort
- Thumbs up/down video: https://www.teachingchannel.org/videos/assess-and-celebrate-learning
- Red, green, yellow light:
https://www.teachingchannel.org/videos/daily-lesson-assessment
Bibliography
- Ainsworth, L. & Viegut, D. (2006). Common Formative Assessments: How to Connect Standards-Based Instruction and Assessment. Thousand Oaks, CA: Corwin.
- Dodge, J. (2009). 25 Quick Formative Assessments for a Differentiated Classroom Grades 3-8. New York, NY: Scholastic.
- Hattie, J. (2011). Visible Learning for Teachers: Maximizing Impact on Learning. New York, NY: Routledge.
- Frey, N. & Fisher D. (2011). The Formative Assessment Action Plan: Practical Steps to More Successful Teaching and Learning. Alexandria, VA: ASCD.
Bibliography
- Marzano, R. (2001). Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: ASCD
- Policastro, M. (2016). Formative Assessment in the New Balanced Literacy Classroom. North Mankato, MN: Maupin House Publishing by Capstone Professional.
- Research for Better Teaching. (2010). Studying Skillful Teaching: Using Data Day to Day (course handouts). Action, MA: Research for Better Teaching, pp.149-152.
- Wiliam, D. & Siobhan, L. (2015). Embedding Formative Assessment: Practical Techniques for K-12 Classrooms. West Palm Beach, FL: The Learning Sciences International.
Disclaimer
Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.
