Formative Assessment - Bear Creek Elementary August 28th, 2013
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Formative Assessment and Assessment for LearningPresented by: Jonathan Ver vaetAugust 28 t h , 2013Bear Creek E lementary, Surrey
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“If students have not been told where they are going, it is
unlikely that they will arrive.” – Shirley Clark
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Learning Intentions• I can find evidence of current
assessment research in my own practice.
• I can become curious about something in the research I want to inquire further into.
• I can outline the key principles of formative assessment and articulate what that looks like in practice.
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Instructional Design
The Science of Learning
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Instructional Design
90% of what we know about the brain we have learned in approximately the last 2 years
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Instructional Design
The same will be true 10 years from now
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Carol Dweck (2006)
Fixed vs. Growth Mindset.
Fixed – Believe they have to work with whatever intelligence they have because it
can’t be increased.
They resist novel challenges if they can’t succeed immediately.
They’d rather not try than be perceived as dumb.
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Carol Dweck (2006)
Fixed vs. Growth Mindset.
Growth – Believe intelligence can be built through life.
See working harder as a way to improve.
They persist and try a wide variety of solutions when given novel tasks.
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Csikzentmihalyi (1990)
Flow Theory – The exhilarating moments when
we feel in control, full of purpose, and in the zone.
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Csikzentmihalyi (1990)
Skill Level
Challenge Level
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How is the science of learning
connected to assessment?
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“Assessment is the beginning and the end of my teaching. It defines my culture, my relationships, my learning community, my values, and my beliefs about teaching and learning.” - Matt Rosati
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Inside the Black Box: Raising Standards Through Classroom
Assessment
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When carried out effectively, informalclassroom assessment with constructive feedback will raiselevels of attainment.
We know from research that effectiveassessment for learning can Improve student achievementsubstantially, and helps low achievers themost.
Source: Black and William, Inside the Black Box 1998
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The effect sizes, that is the student gains in learning triggered by formative assessment, were among the largest ever reported for educational interventions.
Source: Black and William, Inside the Black Box 1998
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Formative Assessment:
5 Key Strategies…
sometimes 6!
Dylan Wiliam “Embedded Formative Assessment” (2011)
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Formative Assessment:1.Learning Intentions and Success
Criteria2.Activities Designed to Elicit Evidence
of Learning3.Feedback that Moves Learning
Forward4.Peer Assessment5.Student Ownership of Learning
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Formative Assessment:1.Learning Intentions and Success
Criteria2.Activities Designed to Elicit Evidence
of Learning3.Feedback that Moves Learning
Forward4.Peer Assessment5.Student Ownership of Learning
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Learning Intentions: What are we
learning? Vs.
Learning Activities:
What are we doing?
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Learning Intentions
I can statements… try and use child
friendly language separate from the
activity instructions make it visible discuss with students
why they are learning it
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The Lighthouse
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Most students canhit the target if they
can see it clearly and if it stays still.
-Rick Stiggins
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What does good look like?
What does good look like?
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Success Criteria and the Use ofPerformance Standards
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Reading Performance Standard Grade 2
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Beginning DevelopedAccomplishedExemplary
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Formative Assessment:1.Learning Intentions and Success
Criteria2.Activities Designed to Elicit Evidence
of Learning3.Feedback that Moves Learning
Forward4.Peer Assessment5.Student Ownership of Learning
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Determine Acceptable Evidence
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Processing ActivitiesWhat are you going to have students do to develop key
skills and meet learning outcomes?
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Provide students places and opportunities to:
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“Hold their thinking”Practice without penalty
Ask questionsTalk about what they are learning
ReflectBe metacognitive
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Performance Tasks
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Formative Assessment:1.Learning Intentions and Success
Criteria2.Activities Designed to Elicit Evidence
of Learning3.Feedback that Moves Learning
Forward4.Peer Assessment5.Student Ownership of Learning
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Formative Assessment=
Descriptive Feedback Informs the student
Informs the teacher
Informs Learning
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Marks or levels tell students more about their success or failure than about how to make progress in their learning.
“Is this for marks?”
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The Benefits of Formative Assessment
Constantly weighing the pig won’t make it fatter...
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Assessment is done
with, and not to,
students to help them
grow in their
learning.
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The Latin root word for assessment is "assidere" which means to sit beside.
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Types of Feedback
Evaluative – communicates a judgment made by the
teacher
Descriptive – describes what the student did or
can do next time in a way that makes the student
more competent and more confident
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What to comment on…
- the focus of the assignment
- a pattern of errors
- the thing that is most holding the student back in their learning
- a quick fix
- a strength the student can build on
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Then What?
Students must be given the opportunity to apply the feedback by
trying again.Source: Black and Wiliam. Inside the Black Box,
1998
Feedback should be more work for the recipient than the donor.
Source: Wiliam. Embedded Formative Assessment, 2011
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Formative Assessment:1.Learning Intentions and Success
Criteria2.Activities Designed to Elicit Evidence
of Learning3.Feedback that Moves Learning
Forward4.Peer Assessment5.Student Ownership of Learning
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Peer Assessment
Student self - reflection on the helpfulness of feedback. 45
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Peer Assessment
Student self-reflection on the helpfulness of feedback
46
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Formative Assessment:1.Learning Intentions and Success
Criteria2.Activities Designed to Elicit Evidence
of Learning3.Feedback that Moves Learning
Forward4.Peer Assessment5.Student Ownership of Learning
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Metacognition
Thinking about thinking…
Self monitoring and regulation.
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Reflection:
I used to think… But now I think…
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Formative
Assessment for Learning
Ongoing
To determine learning needs
Ungraded and Descriptive Feedback (uses
words)
Provides feedback to students and teacher to promote learning
Summative
Assessment of Learning
Occurs at the end of a learning progression
Graded to determine achievement level
and for reporting
Evaluative
Levels or Marks
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Formative (for)
Examples:
-Oral questioning
-Draft work
-Reflections
-Portfolio reviews-Peer /self assessments
Summative (of)
Examples:
- Inquiry projects
-Presentations
-Grade conferences
-Portfolio reviews
-Tests and quizzes
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"We must constantly remind ourselves that the ultimate purpose of evaluation is to have students become self evaluating. If students graduate from our schools still dependent upon others to tell them when they are adequate, good, or excellent, then we’ve missed the whole point of what education is about.”
- Costa and Kallick (1992)
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Inquiry
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Your Student
s
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21st Century Skills
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Equals
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Inquiry
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You
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“We know that sustained, collaborative, inquiry based professional development
can help teachers develop new understandings and approaches.”
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Grade wide, interdisciplinary teaching teams working on shared goals can
make a significant difference in student learning.
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Teaching is not rocket science. It is, in fact, far more complex and demanding work than rocket science.
- Richard Elmore (Professor of Education Leadership at Harvard Graduate School of Education)