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

Teacher’s Role

Student’s 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 school’s math program.

Develop meaning for the math embedded in the

targets and alignment to state standards and

descriptors and to the school’s 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 ?