Assessing Assessing FORFOR LearningLearning

Formative Assessment is…Formative Assessment is… Engaging students in their own learning by Engaging students in their own learning by

structuring activities to help them make structuring activities to help them make connections connections ANDAND

by structuring activities through which they by structuring activities through which they will learn with and through otherswill learn with and through others

Guiding QuestionsGuiding Questions How do we check for understanding so we How do we check for understanding so we

can monitor and adjust instruction?can monitor and adjust instruction? How will we shift our teaching so we How will we shift our teaching so we

always know where every student is in the always know where every student is in the learning process?learning process?

How do we guide students to a deep level How do we guide students to a deep level of understanding?of understanding?

““The role of the The role of the learner is not to learner is not to passively receive passively receive information, but to information, but to actively participate actively participate in the construction in the construction of new meaning”of new meaning”

Shapiro (1994, p.8)Shapiro (1994, p.8)

This is the old model of knowledge This is the old model of knowledge transmissiontransmission

The new model has students The new model has students constantly interacting with the constantly interacting with the

contentcontent

This means the teacher’s role must This means the teacher’s role must changechange

From: To:

We have to We have to focus on the focus on the

learning rather learning rather than the than the teachingteaching

ognitive

ffective

urprised

elp

What did you learn about checking for understanding/ formative assessment?

How did you react to the power of disconnects in students’ learning?

What surprised you or what was a WOW for you?

What idea or topic addressed was helpful to you?

Assessment Assessment Tool # 2Tool # 2

““Assessment for Assessment for learning is any learning is any assessment for assessment for which the first which the first priority in its design priority in its design and practice is to and practice is to serve the purpose of serve the purpose of promoting pupils’ promoting pupils’ learning.” learning.” ((Black & Harrison, 2004)Black & Harrison, 2004)

I used to think…I used to think…

but now I know…but now I know…

Assessment Assessment Tool # 3Tool # 3

Assessment Assessment Tool # 5Tool # 5

Chain NoteChain Note

One person at each table will begin by One person at each table will begin by writing one or two sentences in response to writing one or two sentences in response to the question at the top of the paper. the question at the top of the paper.

He/she will pass it on to the next person at He/she will pass it on to the next person at the table. the table.

That person will add one or two new That person will add one or two new thoughts or build on the prior statements. thoughts or build on the prior statements.

Continue until everyone at the table has had Continue until everyone at the table has had a chance to add to the chain note.a chance to add to the chain note.

Assessment Assessment Tool # 7Tool # 7

Chain NoteChain Note

Each of four tables will choose a Each of four tables will choose a different generational chain note to different generational chain note to share with the whole group. share with the whole group.

Muddiest Muddiest PointPoint

Assessment Assessment Tool # 8Tool # 8

Plus/DeltaPlus/Delta

++

Assessment Assessment Tool # 10Tool # 10

2 2 Minute Minute PaperPaper

Assessment Assessment Tool # 14Tool # 14

Write a two Write a two minute paper minute paper

about checking about checking for for

understanding.understanding.

Assessment Assessment Tool # 15Tool # 15

Value LineValue Line

Form a line from greatest Form a line from greatest number of listings in the circle number of listings in the circle map to least.map to least.

Assessment Assessment Tool # 16Tool # 16

Whip Whip AroundAround

Stand at your seat Stand at your seat and read your three and read your three statements without statements without

repetition. repetition.