Formative Assessment

30,887 views
30,436 views

Published on

Published in: Business, Technology

Formative Assessment

  1. 1. Formative Assessment Kelly Gardner PARATESOL 2009
  2. 2. A Little Bit About Me
  3. 3. What´s happening with assessment in the United States?  Thetraditional system ranked students.  Now all students are expected to reach a certain level of proficiency.
  4. 4. What´s happening with assessment in the United States?  Now teachers and school are being held accountable for ALL students´ success due to a law called ¨No Child Left Behind.¨ Schools are closed if students test scores are too low. Some teachers´ salaries are affected by student performance.  As a result, schools are focussing on improving their assessment practices.
  5. 5. Why Work on Assessment? Shows how performance improves when teachers are better at classroom assessment Marzano (2006) Classroom Assessment and Grading that Work. Virginia: Association for Supervision and Curriculum Development.
  6. 6. What is Summative Assessment? Examples  Final Exams  Quizzes  What else?  Rick Stiggins calls it ¨assessment OF learning¨
  7. 7. What is Formative Assessment? Examples  Assessments that provide feedback  Self assessments  Quizzes (sometimes)  What else?  Stiggins calls it Assessment FOR Learning and suggests that we do not do enough of it.
  8. 8. What is the purpose of summative assessments? Your thoughts
  9. 9. What is the purpose of formative assessments? Your thoughts
  10. 10. What is the value of summative assessments? Your thoughts
  11. 11. What is the value of formative assessments? Your thoughts
  12. 12. What makes an assessment formative? Informs instruction  Is given before the end of the unit According to Stiggins, it should provide descriptive feedback The students knows where he or she is and what needs to be improved.
  13. 13. What is good descriptive feedback?  Blindfold Activity
  14. 14. What is good descriptive feedback? Limited information One thing that the student is doing well and one thing to work on Specific and high quality Words like good job, excellent don´t tell you much. Clear and related to the assessment criteria
  15. 15. How often should we give students feedback? Once a month? Once a week? Once a semester? Once per class?
  16. 16. What are some examples of feedback that teachers use? Examples
  17. 17. Classroom Examples  Closing thoughts  Ticket out the door  Think- pair- share  Magnets  Bar graphs  Fist to five, thumbs up/ thumbs down  Self- reflection  Corners  Carousel  Sign cards  Chalk talk  Quiz  Feedback Form
  18. 18. Think- Pair - Share  Students think individually first.  Then they share their thoughts with a partner.  Finally, they share their thoughts with the class.
  19. 19. Self- Assessment/ Reflection  Examples Magnets Fist to five, thumbs up/ thumbs down Self- reflection Corners Chalk talk
  20. 20. Self- Assessment/ Reflection  Examples l understand  Magnets 10 10 9 9  Students have the 8 8 opportunity to place 7 7 magnets where they 6 6 5 believe they have 4 5 performed that day. 3 4 2 3 1 2 0 1 Very Well Not Not At Well Very All Well
  21. 21. Self- Assessment/ Reflection  Examples  Fist to five, thumbs up/ thumbs down  Fist to Five  5 = Very Well  4 = Well  3 = Somewhat Well  4 = Not Very Well  5 = Not At All
  22. 22. Self- Assessment/ Reflection  Examples Corners Chalk talk Stand in the A written corner that is conversation easiest for you. about the Stand in the content on the corner that is chalk board. most difficult for you.
  23. 23. Feedback Form  Feedback Form – A written form designed to elicit feedback from both the teacher and the student. S t a r s : What you did well ____________________________________________________________________________________ _______________________________________________ S t e p s : What you need to work on ____________________________________________________________________________________ ___________________________________________________ My teacher’s opinion S t a r s : What you have done well ____________________________________________________________________________________ ____________________________________________________ S t e p s : What you should work on ____________________________________________________________________________________ ____________________________________________________
  24. 24. Bar Graphs  Students graph Título principal result their pre and 10 post test to 9 measure and 8 reflect on their 7 growth. 6 Pre test 5 Post test 4 3 2 1 0 Welco Routin What What´s me es you he Wear doing?
  25. 25. Carousel  Students write or draw what they know about a variety of topics. Festivals Celebrations!!
  26. 26. Quizzes  Short quizzes can be effective ways for students and teachers to evaluate learning.  If they are pop quizzes, students shouldn´t be graded.
  27. 27. Quiz Example
  28. 28. True or False Formative assessment is never in the form of a test. It is important to give students lots of feedback on every assignment. There should be more summative assessments than formative assessments. Formative and summative assessments should be related. Every assessment should be graded.
  29. 29. True or False Students can give feedback to each other. Assessments should take up the entire class period. ¨Good job!¨ is an example of descriptive feedback. Summative assessment means ¨assessment for learning.¨ This test is an example of a summative assessment.
  30. 30. Closing Thoughts  Reflective sentence starters that students use to give a closing thought before leaving the classroom.  One thing I learned today...  I wonder...  I´m confused about...  I believe...  One question I have is...  I now know...
  31. 31. Sources Marzano, R. (2006). Classroom Assessment and Grading that Work. Virginia: Association for Supervision and Curriculum Development. Stiggins, R. (2007). Classroom Assessment For Student Learning. New Jersey: Pearson Education, Inc.

×