Formative assessment.final
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Formative assessment.final
- 1. WHAT IS FORMATIVE ASSESSMENT Beth Simpson ELA Specialist OSPI Assessment October 1, 2015
- 3. Definition - “Formative Assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback used to adjust ongoing teaching and learning strategies and improves students’ attainment of curricular learning targets/goals.”
- 4. The Formative Assessment Process Clarify Intended Learning Elicit Evidence Act on Evidence Interpret Evidence
- 5. The Formative Assessment Process Clarify Intended Learning Elicit Evidence Act on Evidence Interpret Evidence o Learning Goals o Success Criteria
- 6. The Formative Assessment Process Clarify Intended Learning Elicit Evidence Act on Evidence Interpret Evidence o Interaction with Students o Observations o Questioning Strategies o Focused Student Observations o Student Work o Teachers o Peers o Individual Reflection
- 7. The Formative Assessment Process Clarify Intended Learning Elicit Evidenc e Act on Evidence Interpret Evidence Teacher, Peers, or Student Identify: • Learning Goal vs. Success Criteria: • Gap between the goal and criteria? • Misunderstanding? • Procedural error? • Lack of skill(s)? Do I need to adjust instruction?
- 8. Planning for Instruction Formative Assessment is a deliberate process. Once educators and students have had a chance to interpret results of gathering evidence, what should happen next? Clarify Intended Learning Elicit Evidence Act on Evidence Interpret Evidence
- 9. Formative assessment involves multiple activities, not just the administration of a single test. One of those activities is the use of assessments to elicit evidence regarding students’ understanding of and mastery of a given standard or concept. Popham, Transformative Assessment, 2008 Not just a test! https://www.smarterbalancedlibrary.org/content/why-formative-assessment
- 10. • Learning Progressions should clearly articulate the sub- goals of the ultimate learning goal. • Learning Goals and Criteria for Success should be clearly identified and communicated to students. • Students should be provided with descriptive evidence- based feedback that is linked to the intended instructional outcomes and criteria for success. • Both self- and peer assessment are important for providing students an opportunity to think meta-cognitively about their learning. • A classroom culture in which teachers and students are collaborative partners in learning should be established. Five Attributes of Formative Assessment
- 11. Dylan Wiliam Consistent use of these formative strategies can double the speed of student learning. • from Embedded Formative Assessment http://www.nwea.org/blog/2012/dylan-wiliam-the-5-formative- assessment-strategies-to-improve-student-learning
- 12. Research • We’ve heard from: • Margaret Heritage • James Popham • Dylan Wiliam • Rick Wormeli Turn and Talk: How are their ways of thinking about Formative Assessment complimentary?
- 13. THE SMARTER BALANCED SYSTEM Introduction to the Digital Library
- 14. The Digital Library fits into the Smarter Balanced Assessment System
- 15. Smarter Balanced Assessment Consortium Digital Library • An online collection of instructional and professional learning resources contributed by educators for educators. • Resources are aligned with the intent of the Common Core State Standards (Washington State Learning Standards) and will help educators implement the Formative Assessment Process to improve teaching and learning.
- 16. Quality Criteria for Professional Learning Resources The resource… 1) Reflects research and/or the principles of effective professional learning 2) Incorporates formative assessment practices 3) Supports learner differences and personalized learning 4) Demonstrates utility, engagement, and user-friendliness 5) Integrates technology and media effectively OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
- 17. Quality Criteria for Instructional Resources The resource… 1) Aligns with the intent of the Common Core State Standards 2) Incorporates formative assessment practices 3) Contains accurate, complete, high-quality curriculum and instruction 4) Supports learner differences and personalized learning 5) Demonstrates utility, engagement, and user-friendliness 6) Integrates technology and media effectively OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
- 18. Resources in the Digital Library * Resources include the following file types: Video, HTML5, Audio, PPT, Excel, Word, and PDF. • Commissioned professional development modules • Resources for students and families • Frame formative assessment within a balanced assessment system • Articulate the formative assessment process • Highlight formative assessment practices and tools • Commissioned professional development modules • Instructional materials for educators • Instructional materials for students • Demonstrate/support effective implementation of the formative process • Focus on key content and practice from the Common Core State Standards for Mathematics and English Language Arts • High-quality vetted instructional resources and tools for educators • High-quality vetted resources and tools for students and families • Reflect and support the formative process • Reflect and support the Common Core State Standards for Mathematics and English Language Arts • Create Professional Learning Communities Assessment Literacy Modules Exemplar Instructional Modules Education Resources
- 19. Digital Library Assessment Literacy Modules Exemplar Instructional Modules Education Resources * Resources include the following file types: Video, HTML5, Audio, PPT, Excel, Word, and PDF. • Not an assessment bank • Not an item bank • Not a learning management system where educators can register for training or receive credit by completing online courses • Not a library for general public (requires registration and login) • Not a site where any resource can automatically be posted; all resources must be vetted through the Quality Criteria
- 23. Digital Library Landing Page
- 25. Digital Library: Resource Cards
- 26. Digital Library: Filter Resources
- 27. Digital Library: Search Resources
- 28. Digital Library: Highlights • Find and use resources for: • Instructional Use • Professional development • Create Forum topics that are of current wonderings • Collaborate with teachers across Smarter Balanced states • Mark a resource as a favorite • Send a resource to a colleague
Notes de l'éditeur
- Beth/Amber
- Amber 2 min. – CLICK on GRAPHIC TO LAUNCH VIDEO Formative vs. Summative Assessment (44 seconds) https://www.youtube.com/watch?v=mjmM1iN-m-E e Smarter Balanced definition, which is developed from, and aligns closely with, experts in Formative Assessment.
- Beth 1 minute Facilitator Notes: Slides 8, 9 and 10 are meant as a review of day one’s elicitation of evidence. As the day goes, this is also referenced in referring to the Learning Goal and Success Criteria that are used in this presentation.
- Beth 3 minutes - Check in with participants, how is it working in classrooms? Review lessons learned day 1, referencing chart created during day 1. Remind them that the day was set up with clarified learning goals and success criteria.
- 3 minutes - Review lessons learned day 1, referencing chart created during day 1.
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- 5 min. H.6 Council of Chief State School Officers Dylan Wiliam, Popham, Shepard, Stiggins, Wiggens. This is the synthesis of the assessment gurus. There are five attributes that have been identified as critical features of effective formative assessment. H.7* can be used as background information for participants or put on AESD website as a place they can access our resources – the most critical information is on the slide * Refers to an optional Handout
- Amber We tend to spend all our time thinking about/ focusing on the end product – the summative assessment. However, as stated by Dylan Wiliam, putting our teaching energy into the formative process will ensure summative assessment success.
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- Beth Educator Contribution: More than 1,300 educators (members of the State Network of Educators) from 22 states with diverse areas of expertise are populating the library. They are selecting or creating resources (professional learning and instructional) to submit into the Digital Library. These resources are also vetted by the educators with a Quality Criteria. There are 70 educators from Washington who contributed resources and 40 educators who continue as members of the State Network of Educators.
- All PL resources are vetted with educators using these quality criteria.
- All IR resources are vetted with educators using these quality criteria.
- Beth 2 minutes: Give teachers a minute to read over the slide on their own. Explain that you’ll explain these three components in more detail today, and participants will have a chance to take a closer look at them.
- Beth 2 minutes: Make a big deal out of what the DL is NOT. Teachers won’t find a bunch of random test items to choose from or be able to earn clock hours or credits. It’s not Teacher Pay Teacher where anyone can post something. Educators in SBAC states applied, were selected, and were trained as part of a State Network of Educators to submit and select materials for the DL. Every resource was reviewed by at least 3 people and had to meet rigorous criteria along with following copyright laws. Often, materials were returned to the submitter to be improved. Most resources submitted through this process have been posted for this initial launch of the DL, but there will be a procedure for submitting new resources in the future.
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- Beth Once you’re logged in, this is the Digital Library Resources page. It shows all the resources that have been posted to the Digital Library.
- Beth Resources are displayed as cards that include the following information: Resource Title Image of primary material The first 140 characters of the resource summary Selected tags Number of views Number of downloads Star rating A checkmark in the top right corner of a resource card indicates that a resource has been posted with distinction. This means that it received the highest recommendation from all three reviewers of the resource.
- Beth There are three ways you can search for resources. First: Filter using as many as 11 categories: Subject, Grade, Attribute of the Formative Assessment Process, Common Core State Standards, etc. Note: You can hide the categories by clicking Hide Categories in the top right of the filter section.
- Beth Second: Use the search bar in the upper right corner of the screen. Type in key words and press Enter.
- Beth When you find a resource that interests you, you can mark it as a favorite.