Formative Assessment Questionnaire for Instructors Apr2011
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Wake Tech Community College – Mathematics & Physics Department Dr. Cheryl L. Keeton [email protected] Formative Assessment Introduction Research indicates that improving learning through assessment depends on five key factors: • Effective feedback to students • Active involvement of students in their own learning • Adjusting teaching to take into account the results of assessment • A recognition of the profound influence assessment has on the motivation and self-esteem of students • The need for students to be able to assess themselves and understand how to improve Part One Please circle the number and letter that most closely matches your opinion of the following strategies. Please circle how highly you value the following strategies Please circle how often you use the following strategies. (Consider a unit equivalent to the content covered for a major test) A = valuable B= no strong view C = of little value 1 = most lessons for a unit 2 = some lessons for a unit 3 = one or two lessons for a unit 4 = never Involving students in their learning 1. Telling students what you hope they will learn and (sometimes) why they are learning it A B C 1 2 3 4 2. Inviting and building on students’ contributions A B C 1 2 3 4 3. Setting up tasks designed to enable students to “move along” by themselves A B C 1 2 3 4 4. Getting students to collaborate in groups on a joint outcome A B C 1 2 3 4 5. Spurring students on by making encouraging but specific, focused comments, such as they are on the right path and in what way A B C 1 2 3 4 6. Getting a student to help another student A B C 1 2 3 4
Transcript of Formative Assessment Questionnaire for Instructors Apr2011
Wake Tech Community College – Mathematics & Physics Department
Dr. Cheryl L. Keeton [email protected]
Formative Assessment
Introduction
Research indicates that improving learning through assessment depends on five key factors:
• Effective feedback to students
• Active involvement of students in their own learning
• Adjusting teaching to take into account the results of assessment
• A recognition of the profound influence assessment has on the motivation and self-esteem of students
• The need for students to be able to assess themselves and understand how to improve
Part One
Please circle the number and letter that most closely matches your opinion of the following strategies.
Please circle how highly
you value the following
strategies
Please circle how often you use
the following strategies.
(Consider a unit equivalent to the
content covered for a major test)
A = valuable
B= no strong view
C = of little value
1 = most lessons for a unit
2 = some lessons for a unit
3 = one or two lessons for a unit
4 = never
Involving students in their learning
1. Telling students what you hope they
will learn and (sometimes) why they
are learning it
A B C 1 2 3 4
2. Inviting and building on students’
contributions A B C 1 2 3 4
3. Setting up tasks designed to enable
students to “move along” by
themselves
A B C 1 2 3 4
4. Getting students to collaborate in
groups on a joint outcome A B C 1 2 3 4
5. Spurring students on by making
encouraging but specific, focused
comments, such as they are on the
right path and in what way
A B C 1 2 3 4
6. Getting a student to help another
student A B C 1 2 3 4
Wake Tech Community College – Mathematics & Physics Department
Dr. Cheryl L. Keeton [email protected]
Please circle how highly
you value the following
strategies
Please circle how often you use
the following strategies.
(Consider a unit equivalent to the
content covered for a major test)
A = valuable
B= no strong view
C = of little value
1 = most lessons for a unit
2 = some lessons for a unit
3 = one or two lessons for a unit
4 = never
Modeling Quality
1. Choosing and showing students
examples of students’ work for
learning purpose
A B C 1 2 3 4
2. Getting a student to show you how
she/he had gone about something
so you can diagnose error
A B C 1 2 3 4
3. Getting a student to demonstrate to
the class how she/he did something A B C 1 2 3 4
4. Getting a student to suggest ways
something can be improved A B C 1 2 3 4
5. Providing formats and structures for
writing and recording findings A B C 1 2 3 4
6. Showing students a range of other
students’ work to make a judgment
about performance
A B C 1 2 3 4
7. Showing students a range of other
students’ work to make a judgment
about progress
A B C 1 2 3 4
8. Showing students a range of other
students’ work to model (or
exemplify) criteria
A B C 1 2 3 4
Self assessment
1. Getting students to suggest ways
they can improve A B C 1 2 3 4
2. Negotiating a route to improve
something A B C 1 2 3 4
3. Providing time for students to reflect
and talk about their learning A B C 1 2 3 4
4. Getting students to review their own
work and record their progress A B C 1 2 3 4
5. Helping students to understand their
achievements and know what they
need to do next to make progress
A B C 1 2 3 4
6. Providing opportunities for students
to assess their own and one
another’s work and give feedback to
one another
A B C 1 2 3 4
Wake Tech Community College – Mathematics & Physics Department
Dr. Cheryl L. Keeton [email protected]
Please circle how highly
you value the following
strategies
Please circle how often you use
the following strategies.
(Consider a unit equivalent to the
content covered for a major test)
A = valuable
B= no strong view
C = of little value
1 = most lessons for a unit
2 = some lessons for a unit
3 = one or two lessons for a unit
4 = never
Giving Feedback
1. Using probing questions to diagnose
the extent of the students’ learning A B C 1 2 3 4
2. Analyzing completed work to work
out why a student has or has not
achieved
A B C 1 2 3 4
3. Giving rewards only when
achievement is satisfactory for that
student (with specific comments
referring to student’s success)
A B C 1 2 3 4
4. Expressing approval when
achievement is satisfactory A B C 1 2 3 4
5. Making a conscious decision to avoid
saying a student is wrong A B C 1 2 3 4
6. Telling students what they have
achieved with specific reference to
their learning
A B C 1 2 3 4
7. Telling students what they have not
achieved with specific reference to
their learning
A B C 1 2 3 4
8. Describing why an answer is correct A B C 1 2 3 4
9. Specifying a better/different way of
doing something A B C 1 2 3 4
10. Writing an evaluative note on a
student’s work for the student A B C 1 2 3 4
Wake Tech Community College – Mathematics & Physics Department
Dr. Cheryl L. Keeton [email protected]
Part Two
Formative Assessment in practice
1. What aspects of formative assessment do you think you do very well?
2. As you begin your professional development in formative assessment (next year), what aspects of formative
assessment would you like to know more about first? (circle your first choice)
Research supporting formative assessment
Involving students in their learning
Modeling quality
Giving feedback
Self assessment
Other:
3. How would you like to learn more about formative assessment? Examples: observing peers, reading about it,
watching videos of successful strategies, having peers observe you and provide feedback, journal articles, podcasts,
etc.
4. We learn by doing. If you would be willing to participate in producing video presentations that demonstrate
effective formative assessment techniques, please sign up to learn more about how we can do this and how we can
share the videos. Sign up with Monika.
Wake Tech Community College – Mathematics & Physics Department
Dr. Cheryl L. Keeton [email protected]
Formative Assessment
Introduction
Research indicates that improving learning through assessment depends on five key factors:
• Effective feedback to students
• Active involvement of students in their own learning
• Adjusting teaching to take into account the results of assessment
• A recognition of the profound influence assessment has on the motivation and self-esteem of students
• The need for students to be able to assess themselves and understand how to improve
Part One
Directions: Please circle the number and letter that most closely matches your opinion of the following strategies.
Two categories are evaluated – Value and Use.
Point values are attached to response:
A – 5, B- 4, C- 3 and similarly to the Use responses
where an answer of 1 is 5 points, answer of 2 is 4,
etc.
Formula multiples the responses by the
appropriate value and then divides by the total of
all responses.
=(5*J5+4*K5+3*L5+2*M5+N5)/(J5+K5+L5+M5+N5)
Please circle how
highly you value the
following strategies
Please circle how often
you use the following
strategies. (Consider a unit
equivalent to the content
covered for a major test)
A = valuable
B= no strong view
C = of little value
1 = most lessons for a unit
2 = some lessons for a unit
3 = one or two lessons for
a unit
4 = never
Use/Value tables
Use vs. value tables is meant to convey the
difference between what is valued and what is
used. Data and Tables are not complete for 2011
at this time (11/15/11)
Wake Tech Community College – Mathematics & Physics Department
Dr. Cheryl L. Keeton [email protected]
Formative Assessment Attribute Chart
Please make a check “ ” in the column for each strategy included in the lesson. Space is provided for notes as needed.
Use this for peer observations and self assessment. Retain a copy for your records and Reflection Activity.
Involving Students in Their Learning Notes
7. Goal for lesson stated and motivated
8. Students’ contributions encouraged and built
upon
9. Individual tasks designed to enable students to
“move along” by themselves
10. Group activities planned that enable students to
collaborate on a joint outcome
11. Specific comments given to students such as they
are on the right path and in what way
Modeling Quality Notes
9. Students asked to demonstrate to the class how
they did something
10. Students encouraged to suggest ways a solution
can be improved
11. Formats and structures provided for writing and
recording findings
12. Students were shown a range of other students’
work to assist them in evaluating their own work.
Giving Feedback Notes
11. Probing questions used to diagnose the extent of
the students’ learning
12. Completed work analyzed to work out why a
student has or has not achieved
13. Support given when achievement is satisfactory
14. Students offered constructive redirecting
feedback
15. Students were told what they have and have not
achieved with specific reference to their learning
Student Self Assessment Opportunities Notes
7. Students asked to review their own work, record
their progress, and suggest ways they can improve
8. Students guided to improve a process
9. Time provided for students to reflect and talk
about their learning
10. Students helped to understand their
achievements and know what they need to do
next to make progress
Wake Tech Community College – Mathematics & Physics Department
Dr. Cheryl L. Keeton [email protected]
Part 2 – Formative Assessment Reflection Activity
Description of your Professional Growth in the area formative assessment, 2010-2011 (1 page)
I. Describe your professional progression throughout this academic year.
• Highlight the readings, videos, or workshops that were most helpful
• Review your Spring and Fall postings to FE and note the growth
• Describe the feedback from peer observation – what strengths were noted, include feedback from
Classroom observation – what comments were made
II. Reflect on the year, looking back & looking forwar. What formative assessment techniques do you feel
you do very well and which techniques do you plan to focus on next? (Be specific)
Formative Assessment Activity for the Lowest Performing LO will be submitted to the Team Leads for each course,
instead of also being part of the Reflection. (reducing redundancy)
Wake Tech Community College – Mathematics & Physics Department
Dr. Cheryl L. Keeton [email protected]
Student Survey
This survey contains a series of sentences. You are to mark your answer sheets by telling how you feel about the
sentence. Suppose a statement says: Example 1: I like snow.
As you read each sentence, decide whether you agree or disagree with it. If you strongly agree, darken circle A next to
Number 1. If you agree, but not so strongly, or you only "sort of" agree, darken B. If you disagree with the sentence very
much, darken D for strongly disagree. If you disagree, but not so strongly or you only “sort of” disagree, darken C. If you
are not sure about a sentence or you can't answer it, mark E.
(A) Strongly Agree (B) Agree (C) Disagree (D) Strongly Disagree (E) Not Sure
Comments:
1. It is clear to me what I am expected to learn in this course.
2. I am able to determine how well I am doing in this course.
3. I know how to move forward on my own when doing class work.
4. Doing hands-on activities in class helps me understand how to apply
the subject.
5. I know how to access college resources to get help when I need it.
6. Working as a member of a group helps me learn new ideas about how
to solve problems.
7. I receive good feedback during class that helps me understand
better.
8. I feel comfortable asking questions in class.
9. I am given the opportunity to demonstrate to another student or to
the whole class what I did.
10. I know what to do to make progress in this course.
A B C D E
Wake Tech Community College – Mathematics & Physics Department
Dr. Cheryl L. Keeton [email protected]
Mathematics & Physics Department
Wake Tech Community College – Mathematics & Physics Department
Dr. Cheryl L. Keeton [email protected]
Mathematics & Physics Department
