Copyright © 2008 Elzbieta Malinowski & Esteban Zimányi 1 Chapter 5 Temporal Data Warehouses.
Formative Assessments By Elzbieta Indyk August 15, 2015.
Transcript of Formative Assessments By Elzbieta Indyk August 15, 2015.
Formative Assessment True or False
1.Formative assessment is a special kind of test or series of tests that teachers learn to use to find out what their students know.
TRUE2.Formative assessment is an intentional learning process teachers engage in with their students to gather information during the learning process to improve achievement
TRUE
Formative Assessment True or False
3.Formative assessment is a program that teachers adopt and add to what they already do.
FALSE4. Formative assessment is a philosophy of
teaching and learning in which the purpose of assessing is to inform learning, not merely audit it.
TRUE
Formative Assessment True or False5. The following is an example of formative
assessment: A high school teacher notes a troubling pattern on
the exam for her World War II unit. Half of her students mistakenly identified Germany as the country that suffered the most lasting damage from the war. As a result, she plans to change the way she teaches the concept of lasting damage so that her future students can draw conclusions that are more accurate.
FALSE
Defining Formative Assessment and The Five (5) Essential Components to Formative Assessment
Clear Learning TargetsTuning Into Students’ Minds
Effective QuestioningImmediate & Specific Feedback
Peer & Self-AssessmentExplore Online Resources, Articles, and
Printables in all five (5) of the above areas
Definition“Formative assessment is a
process used by teachers and students during instruction that
provides feedback to adjust ongoing teaching and learning
to improve students’ achievement of intended instructional outcomes.”
Council of Chief State School Officers
Formative Assessment for Students and Teachers
Formative Assessments
Enhances learning during learning.
Gains are the largest reported for an educational intervention
(Black and Wiliam, 1998).
GOALSTo provide evidence that will
guide and inform daily instruction
To actively involve all students in the teaching/learning
process
To narrow the achievement gap between low and high
achievers
The Assessment–Instruction Process
Summative Assessment “making sure”
Pre – Assessment “finding out”
Formative Assessment “checking in” “feedback” “student involvement”
FORMATIVE ASSESSMENT
SevenSeven StrategiesStrategies
Where am I going?
1. Provide a clear and understandable vision of the learning target
2. Use examples and models of strong and weak work
FORMATIVE ASSESSMENT
SevenSeven StrategiesStrategies
Where am I now?
3. Offer regular descriptive feedback.
4. Teach students to self-assess and set goals.
FORMATIVE ASSESSMENT
SevenSeven StrategiesStrategiesHow can I close the gap??
5. Design lessons to focus on one aspect of quality at a time.
6. Teach students focused revision.
7. Engage students in self-reflection, and let them keep track of and share their learning.
Aspects of formative assessment
Where the learner is going
Where the learner is
How to get there
TeacherClarify learning
intentions
Engineering effective
discussions
Providing feedback that moves learners
on
PeerUnderstand/
clarify criteria for success
Activating students as instructional resources for one another
LearnerUnderstand criteria
for successActivating students as owners of their
own learning
Formative Assessment Strategies
Conference Cooperative Learning
Activities Demonstrations Exit Card Graphic Organizers “I Learned”
Statements Interviews Journal Entry KWLs
Learning Logs Oral Attitude Surveys Oral Presentations Peer Evaluations Problem Solving Activities Products Questioning Quiz Response Groups Self-Evaluations
Formative Assessment for Special Education StudentsPresentation Is a verbal demonstration of skill/knowledge and understanding. The child
describes, shows and offers to answer questions about his/her task.
Conference Is a one to one between the teacher an the student. The teacher will
prompt and cue the student to determine the level of understanding and knowledge
Interview Helps a teacher to clarify the level of understanding for a specific purpose,
activity or learning concept.
Observation Observing a student in the learning environment is a very powerful method
to assess. It can also be the vehicle for the teacher to change or enhance a specific teaching strategy.
Performance Task Is a learning task that the child will do while the teacher assesses his/her
performance.
Self-Assessment We always want our students/children to be able to identify their own
strengths and weaknesses.
Practical techniques: feedback
Comment-only gradingExplicit reference to rubrics
Suggestions on how to improve– ‘Strategy cards’ ideas for improvement– Not giving complete solutions
Re-timing assessment– (eg two-thirds-of-the-way-through-a-unit
test)
Practical techniques:peer and self-assessment
Students assessing their own/peers’ work – with scoring guides, rubrics or exemplars– two stars and a wish
Training students to pose questionsIdentifying group weaknesses
Self-assessment of understanding– Red/green discs– Traffic lights– Smiley faces– Post-it notes
End-of-lesson students’ review
Practical techniques: sharing learning expectations
Explaining learning objectives at start of lesson/unit
Criteria in students’ languagePosters of key words to talk about learning
– eg describe, explain, evaluate
Planning/writing framesAnnotated examples of different standards to ‘flesh out’ assessment rubrics (e.g. lab reports)Opportunities for students to design their own
tests
SOME FINAL THOUGHTS
Formative Assessment:Formative Assessment:
Refers to what happens on a daily basis in the classroom
Provides teachers with information about specific next
instructional steps for students: Assessment Drives Instruction.Assessment Drives Instruction.
Students know where they are at instructionally andwhere they need to go
On-going assessment provides continual feedback that
helps students progress over time
FORMATIVE ASSESSMENT
This Type of Assessment
is NOT about accountability…
it is about GETTING GETTING BETTERBETTER!!!!
The greatest value in formative assessment lies in teachers and students making use of results to improve real-time teaching and learning at every turn.
(Stephen Chappuis and Jan Chappuis