Slides from a workshop on Formative Assessment given on Nov 22 at Templeton Secondary in Vancouver BC. The two key objectives of the workshop were: -participants to leave with a working definition of formative assessment -participants have significant time (60+ min) for professional dialogue with their school colleagues.

1. Jacob
Martens
SD39
(Vancouver)
@renomyclass
renomyclass.com

2. Small
Changes
Conversation
About
Formative
Assessment

3. steenjones.blogspot.ca
(
2012/09)
I
came
expecting…

4. Give
&
Go
On
your
card
complete
the
following
stem:
Formative
Assessment
is…
Find
a
someone
at
a
different
table
than
you.
Read
your
cards
to
each
other.
Swap
cards.
Find
someone
new
and
read
your
“new”
cards
to
each
other.
Swap
cards
again

5. Hopes
&
Fears
Hopes
§ Your
conversations
today
deepen
your
learning
§ You
leave
considering
one
small
change
Fears
§ Your
conversation
has
no
impact
on
students
§ Inadequate
time
&
structure
is
provided
for
your
conversation

6. Learning
Goals
That
today
you
leave
with:
§ A
shared
working
definition
of
formative
assessment
§ Deeper
knowledge
of
current
educational
research
§ Ideas
for
small
changes
worth
making

7. Affect
Goals
That
today
you
leave
believing:
§ Formative
Assessment
is
worth
learning
more
about
§ Positive
Deviance
is
a
healthy
way
to
embrace
change

8. What
Did
You
Do
In
School
Today
(2009)

9. What
Did
You
Do
In
School
Today
(2009)

10. What
Did
You
Do
In
School
Today
(2009)

11. Managing
Change
“If
you
are
going
to
start
doing
something
new,
you
need
to
stop
doing
something
old.”
Faye
Brownlie
“Change
should
be
good
for
students,
and
manageable
for
teachers.”
Damien
Cooper

12. Change

13. Visible Learning for Teachers
Synthesis
of
the
results
of
15
years
of
evidence-­‐based
research.
Involved
millions
of
students.
Focused
on
what
works
in
schools
to
improve
learning
AND
links
them
to
practical
classroom
implementation.

14. Effect Size
"
a scale used to evaluate the effect of
various influences/interventions
"
measures the amount of change
"
effect size of 0.3 is barely noticeable
"
effect size of 0.7 is clearly noticeable

15. Distribution of Effects

16. Hinge
Point

17. Short List of Influences
© 2011 Halbert & Kaser

18. Key
Questions
For
Learner
Engagement
&
Connection
§
Who
are
two
adults
in
this
school
who
believe
you
will
be
a
success
in
life?
§
Where
are
you
going
with
your
learning?
§
How
is
it
(your
learning)
going?
§
Where
to
next?

19. Formative
Assessment
from
Embedded
Formative
Assessment
(2011)
using
“evidence”
to
make
informed
“decisions”

20. using
“evidence”
to
make
informed
“decisions”

21. using
“evidence”
to
make
informed
“decisions”

22. using
“evidence”
to
make
informed
“decisions”

23. using
“evidence”
to
make
informed
“decisions”

24. using
“evidence”
to
make
informed
“decisions”

25. ©
repairtrust.com
using
“evidence”
to
make
informed
“decisions”

26. Reading
#1
Excerpt
from
Embedded
Formative
Assessment
Ch.
2
Assessment:
The
Bridge
Between
Teaching
&
Learning
p.46-­‐50
§ Find
a
partner
§ Read
the
excerpt
silently
§ Share
one
thing
that
resonated
with
you
&
why.

27. Formative
Assessment
using
“evidence”
to
make
informed
“decisions”
“An
assessment
functions
formatively
to
the
extent
that
evidence
about
student
achievement
is
elicited,
interpreted,
and
used
by
teachers,
learners,
or
their
peers
to
make
decisions
about
the
next
steps
in
instruction
that
are
likely
to
be
better,
or
better
founded,
than
the
decisions
they
would
have
made
in
the
absence
of
that
evidence.”
Wiliam
(2011)

28. Formative
Assessment
Defined
by
Function
not
Form

29. Reflection
Where
do
you
use
formative
assessment
in
your
classroom?

30. Using
evidence”
to
Assessment
“decisions”
Using
“ Formative
make
informed
Benefits
Challenges
Questions

31. Need a framework
© 2011 by Halbert & Kaser

32. Specific
Strategies
for
Implementing
Formative
Assessment
• Clarifying
&
Sharing
Learning
Intentions
&
Success
Criteria
• Eliciting
Evidence
of
Learning
• Providing
Feedback
That
Moves
Learning
Forward
• Peers
as
Instructional
Resources
for
One
Another
• Students
as
Owners
of
Their
Own
Learning

33. Backward Design
Text
© 2011 by Wiggins & McTighe

34. Desired Results
© 2011 by Mark Sample

35. Learning Intentions Prezi
http://prezi.com/ulctpyxz2-sc/

36. Feedback
from
Faye
Brownlie
“The
most
powerful
single
influence
enhancing
achievement
is
feedback”
–
Dylan
Wiliam
§ Quality
feedback
is
needed,
not
just
more
feedback
§ Students
with
a
Growth
Mindset
welcome
feedback
and
are
more
likely
to
use
it
to
improve
their
performance
§ Oral
feedback
is
much
more
effective
than
written
§ The
most
powerful
feedback
is
provided
from
the
student
to
the
teacher.

37. Learning
Goals
That
today
you
leave
with:
§ A
shared
working
definition
of
formative
assessment
§ Deeper
knowledge
of
current
educational
research
§ Ideas
for
small
changes
that
have
a
big
benefit

38. Affect
Goals
That
today
you
leave
believing:
§ Formative
Assessment
is
worth
learning
more
about
§ Positive
Deviance
is
a
healthy
way
to
embrace
change

39. Thank
You
To
help
me
grow,
I
would
appreciate
your
feedback
on
this
morning’s
session.
Please
complete
the
evaluation
form
before
you
go.
Thank
youJ