Supporting Powerful Formative Assessment
description
Transcript of Supporting Powerful Formative Assessment
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Supporting Powerful Formative Assessment
Jeanette GrishamAdrienne SomeraNWESD
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Introductions
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Develop an operational definition of formative assessment
Understand the 5 key strategies for effective formative assessment
Implement formative assessment strategies and techniques in your classroom
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Community Norms
Our Collective Commitments
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Capturing our thinking…
Formative Assessment
Definition
Essential Characteristics
Examples Non-Examples
Frayer Model
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Formative or Summative?
Sort the vignettes and post your choices on the poster
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What was your
A Ha?
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Capturing our thinking…
Formative Assessment
Definition
Essential Characteristics
Examples Non-Examples
Frayer Model
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What is the research behind formative assessment?
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20 years of research has found that when classrooms regularly engaged in effective formative assessment...
• Students make significant learning gains – especially lower achieving students
• Teachers tend to be more reflective about their practice and more in touch with their students’ learning
• The process can improve student achievement more than other learning interventions including one-on-one tutoring, reduced class size or cooperative learning
Black and Wiliam (1998) and others (e.g., Shepard et al., 2005)
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Source: Siobhan Leahy & Dylan Wiliam (2009). From teachers to schools: scaling up professional
development for formative assessment
“… across a range of different school subjects, in different
countries, and for learners of different ages, the use of
formative assessment appears to be associated with considerable improvements in
the rate of learning.”
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Break
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Formative assessment
Summative assessment
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Assessment for Learning
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Process not ProductProgressing toward a standard not meeting a standardInvolves students not reporting about studentsOccurs during the learning not after the learning
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Operational Definition
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Assessment for learning happens while learning is still underway. These are the assessments that we conduct throughout teaching and learning to diagnose student needs, plan our next steps in instruction, provide students with feedback they can use to improve the quality of their work, and help students see and feel in control of their journey to success.
-Rick Stiggins
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Practice in a classroom is formative to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers, to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the evidence that was elicited.
~Black and Wiliam
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Capturing our thinking…
Formative Assessment
Definition
Essential Characteristics
Examples Non-Examples
Frayer Model
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Formative AssessmentFive Key Strategies
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What is the difference between strategies and techniques?
StrategyTechnique
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Sharing Learning
Expectations
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Know what kinds of learning expectations are represented in the curriculum
Master the targets ourselves
Make learning expectations clear to students
Sharing Learning
Expectations
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How do we make the target clear?
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Strong and weak examples
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I can explain that erosion is happening when material is removed from the environment, and I can correctly identify examples of erosion.
Student Friendly Language
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Different types of expectations
Learning Goals
“What I Learned”
Performance Goals
“What I Did”
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Students given learning goals perform significantly better than students who are given performance goals.
Black and William, 1998; Sheppard, 2001
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Try it• On your sentence strip; write the standard as a student friendly learning expectation
• Once you have written your expectation, find the other people in the room who have the same standards and compare
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Try your own:
• Begin with state standards
• Clarify learning expectation for yourself
• Communicate the learning expectation using student friendly language
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How do we share targets with students?
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Some misconceptions…
Misconception #1: Informing the students of the learning target
by telling them what it is or by writing it on the board is sufficient.
Misconception #2: Simply sharing a rubric with students will
ensure they understand the criteria for success.
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TechniquesFor Sharing Learning Expectations
Dylan WiliamWashington Educational Research Association workshop June 2009
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Lunch!
Back at 1:00
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Progressing Toward a Standard
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Learning Progression: A learning progression is a sequenced set of subskills and enabling knowledge that, it is believed, students must master en route to mastering a more remote curricular aim. (Popham 2008)
A Learning Progression Model:
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Learning Progressions: What it is and what it isn’t……
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Zoom in on learning progression
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Developing a Learning Progression
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Let’s Get Started!
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So what does a learning progression look like?
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enabling knowledge or subskill
enabling knowledge or subskill
enabling knowledge or subskill
enabling knowledge or subskill
enabling knowledge or subskill
target
formative assessment for
learning
formative assessment for
learning
formative assessment for
learning
formative assessment for
learning
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All Insects have characteristics that perform certain functions.
Insects share some common features, yet vary in other way.
Insects go through changes in their life cycle.
Insects show similarities and differences in their life cycle.
Insects have characteristics that help them survive in a wide variety of places.
Insects have unique structures,
behaviors, and basic needs. They are all related, yet
have lots of variations and
complex life cycles.
Given a list of structures, students can match their associated functions.
Students can complete a T-chart comparing and contrasting a list of features.
Students can correctly
sequence an insect’s
metamorphic changes within
its life cycle.
Students can identify the differences
between complete and
incomplete metamorphic life
cycles.
Science Learning Progression
Given a list of insect features,
students are able to identify how each helps the insect survive.
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Formative or Summative?
Sort the vignettes and post your choices on the poster
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Exit Cards
• I used to think…• Now I think…• I am still wondering…
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Supporting Powerful Formative Assessment: Day 2
Please sit in new groupsand
introduce yourselves to each other
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Review Exit Cards
• I used to think…• Now I think…• I am still wondering…
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How are you feeling?
Any burning issues?
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Remember…
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Let’s Get Started!
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Step 1: Choose Target
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“Grain Size”
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Step 2: Identify all precursory skills and knowledge (building blocks).
Write your skills and knowledge this way!
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Building Block Practice
• Can you identify building blocks that a student would need to know to meet the target?
.
.
Insects have unique structures,
behaviors, and basic needs. They are all related, yet
have lots of variations and
complex life cycles.
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Insects have unique
structures, behaviors, and
basic needs. They are all related, yet have lots of variations and complex life
cycles.
Insects share some common features, yet vary in other ways.
Building Block- True or False?
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Insects have unique
structures, behaviors, and
basic needs. They are all related, yet have lots of variations and complex life
cycles.
Insects belong to the Animal Kingdom.
Building Block- True or False?
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Insects have unique
structures, behaviors, and
basic needs. They are all related, yet have lots of variations and complex life
cycles.
All Insects have characteristics that perform certain functions.
Building Block- True or False?
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Knowing how to create a "good" question to use in a survey. Calculate
averages.
Deciding the kind of data you collected (numerical, categorical etc) in order to choose a correct graph to display the information ie: bar graph, line plot, etc
Taking raw data and organizing it into a data table or organized list
Correctly include all necessary components on the graph: title that represents the graph, x & y axis labeled with units, appropriate scale, graph is clear and easy to read
Collect and use information to
construct a graph.
Perform basic mathematical functions.
Survey a "representative" population
How to draw a trend line and calculate slope.
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Step 3: Determine if the building block is measureable.
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Step 4: Arrange all building blocks in a structurally defensible sequence.
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Sequence the building blocksWhat order do you think these building blocks should be taught to help student reach this target?
Knowing how to create a "good" question to use in a survey.
Survey a "representative" population
Deciding the kind of data you collected (numerical, categorical etc) in order to choose a correct graph to display the information ie: bar graph, line plot, etc
Taking raw data and organizing it into a data table or organized list
Correctly include all necessary components on the graph: title that represents the graph, x & y axis labeled with units, appropriate scale, graph is clear and easy to read
A
B
C
D
ECollect and
use information to construct
a graph.
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Step 4: Arrange all your building blocks in a structurally defensible sequence.
When you have an order, trade your sequence with another person at your table and review.
Dialogue Prompt: Do you agree with their sequence? Why or Why not?
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Knowing how to create a "good" question to use in a survey.
Survey a "representative" population
Deciding the kind of data you collected (numerical, categorical etc) in order to choose a correct graph to display the information ie: bar graph, line plot, etc
Taking raw data and organizing it into a data table or organized list
Correctly include all necessary components on the graph: title that represents the graph, x & y axis labeled with units, appropriate scale, graph is clear and easy to read
Collect and use
information to construct
a graph.
EB
D A
C
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Creating Your Own Learning Progression
.
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My Learning Progression
Prerequisite skills
Vocabulary
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Step 1: Acquire a thorough understanding of the target curricular aim.
Step 2: Identify all requisite precursory sub-skills and bodies of enabling knowledge.
Step 3: Determine whether it’s possible to measure students’ status with respect to each preliminarily identified building block.
Step 4: Arrange all building blocks in a structurally defensible sequence.
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Break
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Re-examining our thinking
Formative Assessment
Definition
Essential Characteristics
Examples Non-Examples
Frayer Model
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Formative AssessmentFive Key Strategies
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Eliciting Evidence
Designing classroom activities that elicit evidence of students’ learning
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Why assess the building blocks? Why not only assess the final target?
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Is It Critical to Assess?
My Learning Progression
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Key Idea!• Keep a learning
progression sufficiently lean so that it is likely to be used. The only building blocks to include are those for which you plan to collect assessment evidence. –Popham
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Everyday classroom assessment is unique to our classroom context. It depends more on the skills, knowledge, and priorities you and your students have than on any particular protocol or strategy.
(Atkin and Cooey 2003, p.xi.)
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Determine what evidence of student learning you need at each building block to inform your next steps.
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Dylan WiliamWashington Educational Research Association workshop June 2009
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My Learning Progression
Prerequisite skills
Vocabulary
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What techniques for collecting evidence have do you use?
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Sharing time
Give one-get one
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Collecting evidence does NOT
equal grading
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Revisit your learning progression and write the techniques (questions or tasks) you can use to collect evidence from students at each block
My Learning Progression
Prerequisite skills
Vocabulary
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Reflection• How can learning progressions be
incorporated into your regular practice?
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Lunch!
Back at 1:00
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Formative AssessmentFive Key Strategies
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Feedback
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Recommended Practices• Increased descriptive feedback,
reduced evaluative feedback
• Increased student self-assessment
• Increased opportunities for students to communicate their evolving learning during the teaching
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The ultimate user of
assessment information is the student.
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Researchers’ Quotes
“ ”
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Effective Feedback…
Directs attention to the intended learning, pointing out strengths and offering specific information to guide improvement
Occurs during the learning process
Addresses partial understandingDoes not do the thinking for the studentLimits correctives to the amount of advice the
student can act on
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Examples
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Stretch Break
5 minutes
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Formative AssessmentFive Key Strategies
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Activating students as owners of their own learning and as learning
resources for one another
Self Assessment
Peer Assessment
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TechniquesFor Self & Peer Assessment
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When students are required to think about their own learning, articulate what they understand, and what they still need to learn, achievement improves. --Black and Wiliam, 1998
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Time to revisit your learning progression: are there any opportunities for peer or self assessment?
My Learning Progression
Prerequisite skills
Vocabulary
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Re-examining our thinking
Formative Assessment
Definition
Essential Characteristics
Examples Non-Examples
Frayer Model
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Please complete the reflection questions
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Going Deeper:Follow-up sessions• February 9th Learning Progressions• March 9th Effective Feedback• March 23th Writing good
assessments/Standards Based Grading
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Thank you
For additional support or information
Jeanette Grisham Adrienne [email protected] [email protected] 360.299.4716 360.299.4052