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?