Principles and Strategies of Formative Assessment Research and Practice of Classroom Assessment Principles and Strategies of Formative Assessment

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  • The Research and Practice of Classroom Assessment

    Principles and Strategiesof Formative Assessment

  • Learning Objectives:What is Formative Assessment?

    Does research support formative assessment practices?

    What is needed to support formative assessment practices?

    What are formative assessment classroom strategies ?

  • Crucial Distinction

    Assessment OF Learning (Summative):How much have students learned as of a particular point in time?

    Assessment FOR Learning (Formative):

    How can we use assessment to help students learn more?

  • Inside the Black Box

    Read pgs. 10 16

    Highlight important ideas that support formative assessment practices for student learning.

  • *Rivals one-on-one tutorial instruction **Largest gains for low achievers

    Research on Effects

    Study S.D. GainsBloom (1984) 1.0 to 2.0 *Black and Wiliam (1998) .5 to 1.0**Meisels, et al. (2003) .7 to 1.5Rodriguez (2004) .5 to 1.8**

  • * 35 Percentile Points* 2-4 Grade Equivalents* 100 SAT Score Points* 5 ACT Composite Score Points

    U.S. TIMSS scores; move from the middle of the pack to top 5

    1.0 Standard Deviation Score Gain Equals:

  • Inside the Black BoxInside the Black Box

    Triad discussion using quotes from the article Inside the Black Box.

    Read all quotes.As a group, choose one quote. Reflect on the meaning of the quote and the implications for teaching and student learning.

  • Our Assessment Future:Comparing Assessment of and for Learning

    R. Stiggins video clip

    Assessment for Learning Assessment of Learning

    Distinctionbetween Assessmentsystems

    Focus of assessment on State Standard

    Teachers Role

    Students Role

    Student motivation

  • What are the Big Ideas of Formative Assessment Practices?

    Table Discussion:As a table, discuss the big ideas about formative assessment practices based on your notes from the article and video clip. Choose one big idea about formative assessment practices to share with the whole group.

    Whole Group Discussion:Chart Big Ideas

  • Alignment of the Principles of Formative Assessments to the Learning Team Continuum of Work for Mathematics

    Principles of Assessm

    ent for Learning

    (1) Teachers understand and can articulate in

    advance of teaching theachievement targetsstudents are to hit.

    (2) Students are informed daily about the targets in

    terms they can understand (i.e., student-friendly language) and which clarify what they are expected to learn.

    Students study the criteria by which their work will

    be evaluated by analyzing samples of strong and

    weak work.(3) Students can describe what targets they are to

    hit. Teachers can describe what comes next in student learning.

    (4) Classroom teachers transform those targets into assessments that

    yield accurate information about student

    learning of the content.(5) Teachers use

    classroom assessment information to revise and

    guide teaching and learning. Students use

    assessment information in ways that require them to

    think about their own progress.

    (6) Feedback given to a student is descriptive, frequent, and timely.

    Feedback provides insight on a current strength and focuses on one facet for

    revision linked directly to the intended learning.

    (7) Students actively and regularly practice using descriptive feedback to improve the quality of their work. Students develop skills of self-assessment to monitor

    their learning.

    (8) Students keep track of their own learning over

    time (e.g., journals, portfolios) and

    communicate with others (e.g., students, teachers, parents) about what they understand and what they need to understand better.(9) Teachers understand

    the relation between assessment and student

    motivation and use assessment to build student success and

    confidence rather than failure and defeat.

    Stage 1Learning Targets

    Stage 2Align State Framework

    and Math Program

    Stage 3Common CABS

    Stage 4Student Work on CABS

    Stage 5Descriptive Feedback

    on CABS

    Learning Team C

    ontinuum

    Understand importance of identifying and

    articulating big ideas in mathematics to bring

    consistency to a schools math program.

    Develop meaning for the math embedded in the

    targets and alignment to state standards and

    descriptors and to the schools math program.

    Provide a measure of consistency of student

    learning based on standards/descriptors and

    targets.

    Examine student work to monitor achievement and

    progress toward the targets and descriptors.

    Use student work to inform instructional

    decisions, and to provide students with appropriate

    descriptive feedback.

    Nine Principles of Assessment for Learning

  • Alignment of the Principles of Formative Assessment to the Learning Team Continuum of

    Work for Mathematics

    How will you use this resource in your work as a Math Teacher Leader?

  • Learning Objectives:What is Formative Assessment?

    Does research support formative assessment practices?

    What is needed to support formative assessment practices?

    What are formative assessment classroom strategies ?

    *Rivals one-on-one tutorial instruction **Largest gains for low achievers* 35 Percentile Points* 2-4 Grade Equivalents* 100 SAT Score Points* 5 ACT Composite Score Points U.S. TIMSS scores; moInside the Black BoxWhat are the Big Ideas of Formative Assessment Practices?Alignment of the Principles of Formative Assessment to the Learning Team Continuum of Work for Mathematics

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