Formative Assessment
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Formative Assessment

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    Formative Assessment Formative Assessment Presentation Transcript

    • Formative Assessment Kelly Gardner PARATESOL 2009
    • A Little Bit About Me
    • 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.
    • 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.
    • 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.
    • What is Summative Assessment? Examples  Final Exams  Quizzes  What else?  Rick Stiggins calls it ¨assessment OF learning¨
    • 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.
    • What is the purpose of summative assessments? Your thoughts
    • What is the purpose of formative assessments? Your thoughts
    • What is the value of summative assessments? Your thoughts
    • What is the value of formative assessments? Your thoughts
    • 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.
    • What is good descriptive feedback?  Blindfold Activity
    • 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
    • How often should we give students feedback? Once a month? Once a week? Once a semester? Once per class?
    • What are some examples of feedback that teachers use? Examples
    • 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
    • Think- Pair - Share  Students think individually first.  Then they share their thoughts with a partner.  Finally, they share their thoughts with the class.
    • Self- Assessment/ Reflection  Examples Magnets Fist to five, thumbs up/ thumbs down Self- reflection Corners Chalk talk
    • 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
    • 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
    • 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.
    • 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 ____________________________________________________________________________________ ____________________________________________________
    • 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?
    • Carousel  Students write or draw what they know about a variety of topics. Festivals Celebrations!!
    • Quizzes  Short quizzes can be effective ways for students and teachers to evaluate learning.  If they are pop quizzes, students shouldn´t be graded.
    • Quiz Example
    • 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.
    • 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.
    • 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...
    • 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.