7 Strategies for Formative Assessment

Seven Strategies
for Formative
Assessment

HAMBLEN COUNTY DEPARTMENT OF EDUCATION SUMMER 2012
Monday, May 21, 12

Housekeeping

Restroom
Breaks
Use of the library
Lunch
Questions

Monday, May 21, 12

Poll

Take out your cellphones!

Monday, May 21, 12

http://www.todaysmeet.com/TSNH
Access from a laptop, iPad, smartphone, or
other wired device.
Use this site to ask questions and make
comments.
The site will be up for one year.

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Learning Target

I can recognize formative assessment
techniques and plan for their use in
effective classroom instruction.

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Introduction

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Formative Assessment

Formal and informal processes teachers
and students use to gather evidence for
the purpose of improving learning.

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Summative Assessment

Assessments that provide evidence of
student achievement for the purpose of
making a judgement about student
competence or program effectiveness.

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Conditions Required of Formative Assessment
Aligns directly with the content standards to be
learned.
Tasks match what has been or will be taught.
Provides information of sufficient detail to pinpoint
specific problems, such as misunderstandings, so
that teachers can make good decisions about what
actions to take, and with whom.
The results are available in time to take action with
the students who generated them.
Teachers and students do indeed take action
based on the results.

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Activity 1:
Is It Formative Assessment?

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Benefits of Formative Assessment
Who is and is not understanding the lesson.
What are this student's strengths and needs?
What misconceptions do I need to address?
What feedback should I give students?
What adjustments do I need to make to instruction?
How should I group students?
What differentiation do I need to prepare?
Student becomes self-directed.
Students develop the capacity to monitor the quality of
their own work during production.

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Seven Strategies of Assessment for Learning

Where Am I Going?

Strategy 1: Provide students with a clear and understandable vision of the learning
target.

Strategy 2: Use examples and models of strong and weak work.

Where Am I Now?

Strategy 3: Offer regular descriptive feedback.
Strategy 4: Teach students to self-assess and set goals.

How Can I Close the Gap?

Strategy 5: Design lessons to focus on learning target or aspect of quality at a time.
Strategy 6: Teach students focused revision.
Strategy 7: Engage students in self-reflection, and let them keep track of and share
their learning

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Strategies

Provide students with a clear and
understandable vision of the learning
target.
Use examples and models of strong and
weak work.

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Poll Results

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Where am I Going?

Strategy 1:
Clear Learning Targets

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Video

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Learning Targets

By the end of this section I want you to
be able to understand:
How to give students a clear vision of
what you want them to know at the
end of the lesson.
How to use examples and models of
strong and weak work.

Monday, May 21, 12

Performance Goals that focus on task
completion.
Learning goals - goals that describe the
intended learning.

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Learning Goals

Research by Black and Wiliam shows that
when students are given learning goals,
goals that describe the intended learning,
they perform significantly better than
students who are given performance
goals, goals that focus on task completion.

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I Can!

We want to make sure our learning goals
are written so the students understand
them!! It is best to put them in “I Can
statements, or My goal is…. or We are
learning to…”

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How to Make Target Clear to Students

Identify the word(s) an/or phrase(s) needing clarification. Which terms will students
struggle with? Imagine stating the target in its original form to your class. Then
envision the degree of understanding reflected on faces throughout the room. At
which word did they lose meaning?

Define the term(s) you have identified. Use a dictionary, your textbook, your state
content standards document, or other reference materials specific to your subject.
If you are working with a colleague, come to agreement on definitions.

Convert the definition(s) into language your students are likely to understand.

Turn the student-friendly definition into an “I” or a “We” statement: “I am learning to
_________”; or “We are learning to ________.” Run it by a colleague for feedback.

Try the definition out with students. Note their response. Refine as needed.

Let students have a go at this procedure occasionally, using learning targets you
think they could successfully define and paraphrase. Make sure the definition they
concoct is congruent with your vision of the target.

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Student-Friendly Language: Inference

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1. Learning target: “Make inferences from informational/
expository and literary/narrative text” (Grade 2)

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2. Word to be defined: inference

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3. Definition: conclusion drawn based on evidence and logic

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4. Student-friendly definition: a guess based on clues

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5. Student-friendly target: I can make inferences from what I
read. This means that I can make guesses based on clues
when reading.

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5. Student-friendly target: I can make inferences from what I
read. This means that I can make guesses based on clues
when reading.
Notice that for second graders, you may not want to define informational/expository
and literary/narrative text in the statement. If you want to define those terms, you
may want to create separate statements, e.g., “I can read informational text. This
means I can read books and articles that tell me facts.” And, “I can read literary text. That
means that I can read stories.”

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ACTIVITY 2:
CREATING A CLEAR LEARNING
TARGET

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Activity 2: Create a Learning Target

Now we are going to do one. Using the
standards I have provided, pick one and
make a clear learning target as a group.
Record the standard and learning target
on the chart paper.

Monday, May 21, 12

Rubrics

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Formative Assessment

Studies Black and Wiliam (1998) cite as
evidence of the impact of formative
assessment on student achievement
include the practice of teaching students
the criteria by which their work would be
judged.

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A good assessment for learning rubric
answers for students the question, “Where
am I going?”

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Student-Friendly Rubric

Arter and Chappuis, 2006 suggest this process for developing a
student-friendly rubric:
1. Identify the words and phrases in the adult version that your
students might not understand.
2. Look these words up in the dictionary or in textbooks. Discuss
with colleagues the best phrasing choices for your students.
3. Convert the definitions into wording your students will
understand. Sometimes you need to convert one word into one
or more phrases or sentences.
4. Phrase the student-friendly version in the first person.
5. Try the rubric out with students. Ask for their feedback.
6. Revise as needed.

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Match to Targets

The content of your rubric should match
your learning targets. When you are
considering a rubric for possible use, ask
yourself if it includes the dimensions you
will be teaching. If not, revise the rubric or
find a different one that matches the
elements of quality you and your district or
state believe are important.

Monday, May 21, 12

Monday, May 21, 12

Student Work

“The features of excellent work should be
so transparent that students can learn to
evaluate their own work in the same way
that their teachers would.”
Frederikksen & Collins, 1989, quoted in
Shepard, 2001, p 1092

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Examples and Models of Strong and Weak Work

Samples should be:
Anonymous
Find on state or provincial websites
Ask students for permission to use their work
as a teaching example and save it for the
next year.
Create your own example, inserting errors
students typically make.

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Table Protocol for Analyzing Sample Papers
Students working in small groups can follow this protocol to work through the process of
analyzing samples for one or more criteria (traits) on the scoring rubric. They can take
turns around the table acting as moderator.

1. Everyone reads the scoring guide for __________ (specify trait) in this order:
The highest level, the lowest level, and then the middle level or levels.

2. The moderator reads the sample paper aloud.

3. Everyone else thinks, “Strong or weak for _____________ (specified trait)/”

4. Everyone (including the moderator) silently and independently reads the high or
low level of the rubric corresponding to their own judgments of strong or weak. If
the high or low level doesn’t describe the sample well, then read the middle level
(or progressing toward the middle) until you find the phrases that accurately
describe the quality of the sample. Everyone writes down his or her score.

5. When all are ready, the moderator conducts the vote and tallies the scores.

6. The moderator conducts the discussion- “What did you give it and why?” –
encouraging the use of the scoring rubric’s language and concepts.

Monday, May 21, 12

Table Talk: Reflecting on Strategies 1 and 2

How do you plan on communicating the
intended learning of a lesson, activity, task,
project, or unit to students?
How would you explain the difference between
a learning goal and a performance goal?

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Conclusion

By making the learning targets or goals
clear to students from the outset, we
build student confidence and increase
the chances that students will reach the
target.

Monday, May 21, 12

By the end of this section I wanted you to
be able to understand:
How to give students a clear vision of
what you want them to know at the
end of the lesson.
How to use examples and models of
strong and weak work.
Did we achieve our goal?

Monday, May 21, 12

Break
When you return from break, ﬁnd a partner from a
different grade level and a different school.

Monday, May 21, 12

Break Activity: Think, Pair, Share

Please find a partner from a different
school and different grade level that you
teach and discuss the following questions:
When do students in my class receive
feedback on their progress?
What forms does feedback take in my
classroom?
What do I expect students to do with
feedback information?

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Effective Feedback

Where am I now?

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“Feedback is effective when it consists of
information about progress, and/or about
how to proceed.”
Hattie and Timperley, 2007, p. 89

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The presence of feedback does not improve
learning. It is the quality that determines its
effectiveness.

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Characteristics of Effective Feedback

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What is the purpose of intervention feedback?

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Intervention feedback

Identifying areas in need of improvement
and providing enough information so that
the student understands what to do next

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Although many students enjoy praise, if the
praise is directed to characteristics of the learner
rather than to characteristics of the work or the
process used, it appears to be less effective both
as a motivator and an agent for improved
achievement.

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Human Barometer:
Grades are essential to teaching and
learning.

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“Assigning grades practice work inhibited
further learning and that students ignored
comments when they were accompanied
by grades.”
Butler, 1988

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Effective Feedback

Effective feedback occurs during learning.

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We cultivate this mindset when we offer
feedback with opportunities to improve during
the learning.
Feedback is most effective in improving
achievement if it is delivered while there is still
time to act on it, which means before the
graded event.

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Effective Feedback

Effective feedback does not do the thinking for
the student.

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Effective Feedback

Suggestions for offering feedback

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Activity 3: Feedback Practice

Using the Student Work Sample Book, choose a
student work sample. Use Stars and Stairs or
That’s Good! Now this for practicing effective
feedback.

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Peer Feedback

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Conclusion

Self-feedback

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Poll

Take out your cell phones!
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Lunch

Enjoy your lunch! See you in one hour.

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Activity

Discuss strengths/challenges from pre-
lunch poll.

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Where Am I Now?

Strategy 4:
Teach students to self-assess
and set goals.

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Key Ideas

Understanding the impact of self-assessment
on student achievement
Teaching students to self-assess with a focus
on learning targets
Teaching students to create specific and
challenging goals

Monday, May 21, 12

Points to Ponder

Self-assessment takes time -- why might you
ask a student to do it?
What do students need to know and be able to
do in order to self-assess accurately?
What problems do students have with setting
goals that are likely to help them improve?

Monday, May 21, 12

Formative assessment requires that students
(pupils) have a central part in it. Unless they
come to understand their strengths and
weaknesses, ant how they might deal with them,
they will not make progress.
Harlen & James (1997).

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When students are involved in self-assessment,
they provide themselves with regular and
immediate descriptive feedback to guide their
learning. They become more actively involved in
a curriculum that other can seem unrelated to
their lives and personal experiences.
Gregory, Cameron, & Davis, (2000).

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“When students self-assess and set
goals they develop an internal sense of
control over the conditions of their
success and greater ownership of the
responsibility for improving.”

Black & Wiliam (1998)

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Peer Feedback + Self-Assessment =
Significantly Higher Learning Levels

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What’s the first thing the student looks
at when you return a paper to him?
How can we, as teachers, enable
students to understand their
academic strengths and
weaknesses?

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Formative assessment requires that pupils
have a central part in it. Unless they come
to understand their strengths and
weaknesses, and how they might deal
with, they will not make progress.

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Table Talk

Self-Assessment Activity Ideas

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Self-Assessment and Goal Setting with
Selected Response and Constructed
Response Tasks
Using Pretest Results
Highlighting Targets
Ranking with a Scale
Human Bar Graph

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Before - Self-assessment with Pretest Results

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Before - Ranking With a Scale

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Before

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During

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After - Reviewing My Results

I AM GOOD AT THESE!
Learning Targets I got right:

I AM PRETTY GOOD AT THESE, BUT NEED TO DO A LITTLE REVIEW
Learning targets I got wrong because of a simple mistake:

What I can do to keep this from happening again:

I NEED TO KEEP LEARNING THESE
Learning targets I got wrong and I’m not sure what to do to correct them:

What I can do to get better at them:

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Goal Setting

“Hard goals work to focus attention,
mobilize effort, and increase persistence
at a task. By contras, do-one’s-best goals
often turn out to be not much more
effective than no goals at all.”
- Sadler, 1989

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Goal Setting Key Elements

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Goal Setting

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Activity 4: Four Corners

Four Corners

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Strategies 5 and 6

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The Operative Question

When students go sideways on a learning
target, what are the typical problems?

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Strategies 5 and 6

Strategy Five targets instruction to the learning
gaps.
Select or design lessons to teach students
how to recognize and avoid particular
problems.
Strategy Six engages students in focused
revision.
Both strategies work together: focused
instruction followed by focused practice

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Learning Gaps

Incomplete understanding
Misconceptions
Partially developed skills

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Identifying Errors in Learning

Make a list of major conceptual
understandings prior to teaching a lesson.
Make a list of errors while observing learning.
Make a list of errors from student work
samples.

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Selected-Response Tasks

Tasks should be short and focused for
easy manageability by both the teacher
and the student.

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Scaffolding Ideas

Short, constructed response items
Selected response items
Performance assessment tasks
Rubrics

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Short-Constructed Response

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Selected-Response

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Using Multiple-Choice Items

Wrong answers should represent faulty
reasoning, misconceptions, or partial
understanding.
Fix common misconception errors
Wrong answers should help students
understand correct answer
Wrong answers should be plausible and
reflect a potential learning gap.

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Creating Multiple-Choice Items

When addressing a knowledge target insert
incorrect knowledge as the distractors.
When addressing reasoning targets, frame the
target as a fill-in-the-blank or open-ended
question first.
Identify the typical errors or misconceptions in
the answers and write a description for each.
These descriptions become your distractor
formulas.

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Example

Learning Target = Makes a generalization
Ask students to read a short text about how
meat-eating plants function.
Pose the question: What generalization can
you make from this passage about how these
plants lure prey?

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Example (continued)

Possible wrong answers...
overgeneralizing
no generalizing
incorrect interpretation of the evidence
Now write distractors around the three
descriptions
Use the descriptions to create a variety of
short, focused multiple-choice lessons.
Figure 5.5 is another example

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Activity

Look at a student work sample for your level
and subject area.
Identify one or two instances incomplete
understandings, misconceptions, or partially
developed skills.
Create a short constructed-response or
selected-response item for the errors identified.

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Strategy 7:
Offer regular descriptive feedback.

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“When students track progress, reflect on
their learning processes and growth, and
share observations about achievement or
about themselves as learners, it helps anchor
their learning in long-term memory.”

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Recording Progress

ASSIGNMENT DATE TARGET SCORE STAR/STAIR

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Collecting Samples of Work

Learning Portfolios: A selected samples
of their work in a portfolio, or an
intentional collection of artifacts that tell a
predetermined story.

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Table Talk

Discuss which type of portfolio you think
would be most beneficial to your students
and why. How do you think you could
implement one of these types of learning
portfolios?

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Student Reflection

A collection of work does not
guarantee reflection will occur.

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Student Reflection

Reflecting on Growth
Reflecting on a Project
Reflecting on Achievement

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Samples
Weekly Reflection

Week of_______________________________
Three interesting things that I learned this week are:
1.
2.
3.

One thing I am proudest of in my student notebook this
week is:

One thing that I want to improve on next week is:

Next week I want my teacher to do the following:

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Activity 6: Tracking, Collecting, and Reflecting

Students tracking progress, collecting work, and
completing personal reflections all deepen
learning by increasing metacognition and
moving information to permanent memory. How
could you implement these three practices in an
organized, effective manner in your class or
grade level? Which types of recording keeping,
tracking, and reflections do you feel would most
benefit your students? How can students then
share their learning following these processes?

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Evaluations and Certificates

Monday, May 21, 12

7 Strategies for Formative Assessment

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