Using Formative
Assessments in the
Classroom
Supporting Learning During Learning
Timothy McClure
Western Wayne High School
What are Formative Assessments?
• A process, not any particular test.
• Used not just by teachers but by both teachers and...
Why use formative assessment?
• For assessment to improve learning it must:
• Include effective feedback for students
• Ac...
Types of formative assessments.
• Individual: students engage in on their own.
• Conferencing
• Exit Slip
• Four Corners (...
Example of Individual Formative
Assessment:
• Exit Slip:
• Who: All students individually
• When: Last few minutes of clas...
Types of formative assessments.
• Small Group
• Think-Pair-Share
• Games
• Small Group Discussion
• Building Models
• Turn...
• Building Models
• Who: All students in groups of 2-3
• When: Any time during the lesson
• Where: At their work stations
...
Types of formative assessments.
• Large Groups:
• Whole Group Discussion
• Socratic Seminar
• Observations
• Peer Review
•...
• Socratic Seminar
• Who: All students in a class
• When: As a whole lesson
• Where: Students should be seated in a round ...
References
• Formative Assessment. National Council of Teachers of Mathematics. Retrieved October 1, 2013, from
http://www...
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Using Formative Assessment in the Classroom Presentation

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This presenation will help educators learn how to use formative assessments in the classroom. Formative assessment can be done on an individual, small group or large group basis and provides feedback of learning for the teacher and the student.

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  • In every classroom we wonder, are my kids really “getting it”? Sometimes waiting until the chapter test is too late to ensure that students are learning. Formative assessments are a great way to support students learning during the learning process rather than waiting until it is too late. Formative assessments are quick and easy ways to ensure that all students are learning and adapt your teaching in case they are not.
  • Formative assessments are quick and easy ways to determine what your students know at any given time during your lesson. Formative assessments should not take up a lot of instructional time, instead they should be considered dynamic feedback about how all students are understanding the content. Formative assessments are not an individual test, they are on going evidence of what students are learning. Students can use formative assessments to review material and teachers can use them to inform future lessons. The key behind formative assessments are that they are not designed to be formally graded but instead they are designed to be quick and easy to use.
  • Research shows that using formative assessments during instruction actively involves student in their own learning and gives the teacher an opportunity to adjust instruction based on student understanding. Formative assessments are evidence that can be used in the new teacher effectiveness model that is being adopted by most states. Students agree that they are more motivated and have increase self-esteem when they see their progress through formative assessment. The most powerful thing about formative assessments is that they all hold a self-reflective piece for teacher and student.
  • Formative assessment for individual students can be a powerful way to check the learning of each person in the classroom. Students often respond to questions in journals, through exit slips and by summarizing. Individual student conferencing really gives the teacher an opportunity to have a discussion with a student and assess learning verbally. This is a great way to increase motivation and self esteem in students. Four corners can be used to have students respond to questions, especially questions of an ethical nature. A one word summary encourages students to narrow down their learning to the most important point of the lesson.
  • An exit slip or ticket out can engage students in answering a question or summarizing a lesson just before they leave the classroom. This is a good way to increase students metacognitive abilities and plan for the next day based on what concepts students have mastered. All students in the classroom participate in the exit slip formative assessment. In the last few minutes of class, students are asked a question and answer the question on an “exit slip” of paper. The teacher then has an opportunity to look at student answers before the next lesson. Exit slip questions can be higher order as long as time is given for the student to answer.
  • In small groups, students can begin to share their thoughts and validate their learning based on their classmates ideas. Small group formative assessment also lends itself to conferencing and is a great way to help students learn from each other while building peer relationships. In small groups students can think-pair-share, build models and play games. These interactions build positive peer relationships and allow students to become comfortable with their ideas before they share with the class.
  • In all areas of learning, physically building models helps to reinforce a concept. Models can be built in small groups of 2-3 students and can be used at anytime during a lesson. When students build models that show that they can internalize the content and use kinesthetic thinking to build and explain a model. The difference in models throughout the class will give students an opportunity to see how others view the material.
  • Large group formative assessment is useful as a culmination of a lesson where students have internalized the content and are now prepared to share their learning with others. It is important to make sure that students have reached goals as individuals and in small group before they begin to discuss in a large group. Large group assessment makes it more difficult to collect data about individuals but can be useful when trying to get a feel for what level the class as a whole is working at.
  • Large group formative assessment can be done through literature circles or Socratic seminar. Students have to prepare ahead of time for seminar and should be using their reading to reinforce the discussion. Socratic seminar works best with small classes of 15-20 students. Although the open discussion in Socratic seminar can be scary at first, when you have a scaffold in place for the class, they will be used to discussing in small groups and transfer that ability to the large group. It is important to set ground rules or norms when discussing so that all students feel comfortable and safe in the discussion.
  • These are the references that I have used in the development of my presentation. I hope that you will begin to infuse formative assessment into your classroom.
  • Using Formative Assessment in the Classroom Presentation

    1. 1. Using Formative Assessments in the Classroom Supporting Learning During Learning Timothy McClure Western Wayne High School
    2. 2. What are Formative Assessments? • A process, not any particular test. • Used not just by teachers but by both teachers and students. • Support learning during the learning process. • Not designed to be formally graded. • Gives teachers quick feedback about how all students are learning
    3. 3. Why use formative assessment? • For assessment to improve learning it must: • Include effective feedback for students • Actively involve students in their own learning • Adjust teaching, taking into account the results of the assessment • Increase motivation and self-esteem in students • Allow students to assess themselves and find area for improvement
    4. 4. Types of formative assessments. • Individual: students engage in on their own. • Conferencing • Exit Slip • Four Corners (strongly agree, agree, disagree, strongly disagree) • Individual White Boards • Learning Response Logs • One word summary
    5. 5. Example of Individual Formative Assessment: • Exit Slip: • Who: All students individually • When: Last few minutes of class • Where: At their work stations • Why: To summarize the lesson that day or ask a question that they still have
    6. 6. Types of formative assessments. • Small Group • Think-Pair-Share • Games • Small Group Discussion • Building Models • Turn to your partner
    7. 7. • Building Models • Who: All students in groups of 2-3 • When: Any time during the lesson • Where: At their work stations • Why: To create a visual representation of their knowledge and work together to summarize knowledge collectively. Example of Small Group Formative Assessment:
    8. 8. Types of formative assessments. • Large Groups: • Whole Group Discussion • Socratic Seminar • Observations • Peer Review • Gallery Walk • ABC Summaries
    9. 9. • Socratic Seminar • Who: All students in a class • When: As a whole lesson • Where: Students should be seated in a round table format • Why: To discuss content or readings, specifically to use evidence from the reading to enhance an intellectual discussion. • Caution: Set ground rules (norms) to ensure all students feel comfortable Example of Large Group Formative Assessment:
    10. 10. References • Formative Assessment. National Council of Teachers of Mathematics. Retrieved October 1, 2013, from http://www.nctm.org/formative/ • Dodge, J. What Are Formative Assessments and Why Should We Use Them? | Scholastic.com. Scholastic, Helping Children Around the World to Read and Learn | Scholastic.com. Retrieved October 1, 2013, from http://www.scholastic.com/teachers/article/what-are-formative-assessments-and-why-should-we-use-them • Popham, W. J. Formative Assessment: Why, What, and Whether. Membership, policy, and professional development for educators - ASCD. Retrieved October 1, 2013, from http://www.ascd.org/publications/books/108018/chapters/Formative Assessment@-Why,-What,-and-Whether.aspx • Discovery Education, . Teacher Helping Group of Students Working on Laptop. [Image]. Available from http://www.discoveryeducation.com/ • Discovery Education, . Wide Shot of Teacher Explaining Something on White Board. [Image]. Available from http://www.discoveryeducation.com/ • Discovery Education, . Wide Shot of Children Working at Desks. [Image]. Available from http://www.discoveryeducation.com/ • Flickr (2013) Formative Assessment Image retrieved from http://www.flickr.com/photos/7815007@N07/8516967532/sizes/m/in/photolist • Flickr (2013) Individual Student Image retrieved from http://www.flickr.com/photos/92472409@N04/8404952514/sizes/m/in/photolist

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