Plan Instruct Assign Grade - Amazon S3 · 2016-07-06 · Formative Assessment Jan Chappuis...

“Making Time for Formative Assessment”Keynote 2016

©2016 Jan Chappuis, Assessment in Support of Learningwww.janchappuis.com 1

Making Time for Formative Assessment

Jan ChappuisPortland, OR@janchappuis

Pearson Assessment Training Institute 23rd Annual Summer Conference

July 7, 2016

Instruct

Assign

Grade

Plan

Barriers to Making time for

formative Assessment

1 Misunderstanding assessment’s role in teaching

2 Planning insufficient time for penalty-free practice

3 Giving formative assessment, but not doing formative assessment



Barrier #1

Misunderstanding assessment’s role in teaching

John Hattie’s Synthesis in Visible Learning

• 815 meta-analyses of factors influencing student achievement

• 52,000 studies—millions of students

• 146,000 effect sizes • 138 factors• “Hinge point” of >0.4 SD

“(T)he act of teaching reaches its epitome of success after the lesson has been structured, after the content has been delivered, and after the classroom has been organized. The art of teaching, and its major successes, relate to ‘what happens next’…”

Hattie, 2009, p. 2



Understanding the Importance of Assessment to Learning

Initial instruction

Student action

FeedbackPeer feedback Student self-assessment

Teacher-guided

instruction

Teacher (and student) analysis of learning need

Grade

“If learning is a predictable process, which most of the time proceeds as planned, then instructional correctives should be needed rarely; most of the time, students will learn what they have been taught, but occasionally they will not.

“In this view, feedback and instructional correctives are pathological aspects of instruction, needed only when things go wrong…



“However, if learning is an unpredictable process, then feedback and instructional correctives are central to learning; without them, little effective instruction can take place.”

Wiliam, 2013, p. 197

Learning something well requires practice with feedback and

interventions.

Students’ “not knowing” is not a problem.

It is our profession.

Shape a better vision of what it means to teach well.

1. Cause substantive, relevant learning.2. Create competent, confident

learners.

Solution to Barrier #1:Misunderstanding assessment’s role in teaching



Barrier #2:

Planning insufficient time for penalty-free practice

“Kids who are smart don’t have to practice.”

“If I’m not already good at this, I probably won’t be getting better.”

Deliberative practice leads to competence.

When mastery requires hard work, it doesn’t mean you are not capable.

It is in practice that we develop persistence and a commitment to

achievement.How we set practice up, what we

ask students to do, and what we do in response all have a powerful impact on

their behaviors and achievement as learners.

Chappuis, 2015



Crooks, 1988, p. 468

“Too much emphasis has been placed on the grading function of evaluation and too little on its role in assisting students to learn.”

Too much summative assessment causes:

Reduction in intrinsic motivation Increase in test anxiety Increased ability attributions for success

and failure, which undermines effort Lowered self-efficacy in weaker students Reduction in effective feedback Poorer social relationships among

students

Wiliam, 2013, p. 205, citing Crooks’ research

Learning problems caused by grading everything:

Struggling students give up too soon

Works against students’ directing effort to improved learning

Works against developing a learning orientation to schooling



“This is worth points”Or

“This is worth learning”

And then make your actions bear that out.

Plan sufficient time for penalty-free practice.

The primary purpose of maintaining a classroom environment that is warm, trustworthy, and empathetic is to allow learning to thrive on error. An essential element of classroom management, then is to establish and enforce ground rules that create a “safe harbor for welcoming error and thence learning.”

--Hattie, 2012, p. 165

He teaches us that it’s fine not to get it right the first time as long as when we do it again it’s better than last time.”

--Patricia, Grade 8



Look for systemic roadblocks Pacing guides built on the “plan,

instruct, assign, assess” model Grading policies requiring summative

grades each week Grading everything students do

Solution to Barrier #2:Planning insufficient time for penalty-free practice

Barrier #3:

Giving formative assessment, but not doing formative assessment

Formative Assessment:Formal and informal processes

teachers and students use to gather evidence

for the purpose of informing next steps in learning

--Chappuis, Stiggins, Chappuis, & Arter, 2012



“Doing” Formative Assessment Diagnosing current state of student

learning and understanding, with action taken based to improve learning and correct misunderstandings

Providing descriptive feedback, with guidance on how to improve, during the learning

Developing student self- and peer-assessment skills

Who examines the information?

Who interprets the information?

Who acts on it?

Take action

Further instruction Offer feedback

Have students offer peer feedback, self-assess, and set goals for next steps

Diagnose



Seven Strategies of Assessment for Learning

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.

Where am I now?3. Offer regular descriptive feedback during the learning.4. Teach students to self-assess and set goals for next steps.

How can I close the gap?5. Use evidence of student learning needs to determine next

steps in teaching.6. Design focused instruction, followed by practice with

feedback.7. Provide students opportunities to track, reflect on, and

share their learning progress.

When we “do” formative assessment, we make sure our

diagnostic assessments don’t just tell us, “Do something.”

We ensure they help answer the question, “Do what?”

And our students can answer that question for themselves.



Learn how to involve studentsProvide: A vision of what it looks like when it is

done well Opportunities to practice with feedback

and support Development of self-assessment

capabilities

Solution to Barrier #3:Giving formative assessment but not doingformative assessment

Roadblocks

1 Misunderstanding assessment’s role in teaching

2 Planning insufficient time for penalty-free practice

3 Giving formative assessment, but not doing formative assessment



Guardrails

Actively seek evidence of what students do not “get” and plan lessons to address learning needs.

Build sufficient opportunities for practice, with feedback, into your plans.

Create opportunities for students to self-assess, offer peer feedback, and set goals for next steps.

Assessment is an essential part

of teaching well.

Find the time.

Involve your students.

References

Black, P. & D. Wiliam. 1998. Assessment and classroom learning. Assessment in Education (5)1, 7-74.

Chappuis, J. 2015. Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education.

Chappuis, J., R. Stiggins, S. Chappuis, & J. Arter. 2012. Classroom assessment for student learning: Doing it right—Using it well, 2e. Upper Saddle River, NJ: Pearson Education.

Hattie, J. 2009. Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.

Wiliam, D. 2013. Feedback and instructional correctives. In J. H. McMillan (Ed.), The SAGE handbook of research on classroom assessment (pp. 197-214). Thousand Oaks, CA: SAGE Publications, Inc.

Plan Instruct Assign Grade - Amazon S3 · 2016-07-06 · Formative Assessment Jan Chappuis...

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