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# Formative assessment

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### Formative assessment

1. 1. Formative Assessment<br />By: Michelle Osborn<br />
2. 2. What is Formative Assessment?<br />Continual, explicit feedback to students.<br />Assists students in answering three questions:<br />Where am I going?<br />Where am I now?<br />How can I close the gap between the two?<br />To ensure students can bridge the gap between the two feedback must be descriptive and specific.<br />
3. 3. Five Attributes of Effective Formative Assessment<br />Learning Progressions<br />Show course students should follow to achieve goals<br />Short-term goals<br />Sub-goals<br />Learning Goals and Criteria for Success<br />Clearly identified and communicated to students<br />Explained in user friendly language<br />
4. 4. Five Attributes Continued…<br />Descriptive Feedback<br />Evidence based feedback<br />Learner specific<br />Self and Peer-Assessment<br />Enables students to take responsibility for their learning<br />Collaboration<br />Partners in learning<br />
5. 5. Strategies for Formative Assessment<br />The Clinical Interview – Part 1<br />Asses students<br />Quick computational problems<br />http://www.learnnc.org/lp/editions/pcmath/1253<br />Analysis: Student had developed number sense<br />
6. 6. Strategies Continued…<br />The Clinical Interview – Part 2<br />Photo Enlargement Problem<br />Analysis: Significant student recognized task and set up proportion<br />
7. 7. Strategies Continued…<br />The Clinical Interview – Part 3<br /><ul><li>Pool/Walkway Problem : A swimming pool in the shape of a rectangle is surrounded by a 3 foot wide walkway. The pool is 32 feet long. How long would a fence have to be to enclose the walkway and the pool?
8. 8. Analysis: Mathematical reasoning not strong</li></li></ul><li>Strategies Continued…<br />The Clinical Interview Parts 4 thru 6<br />Additional mathematical problems:<br />Visualizing halves<br />Large and small cubes<br />Fractions and decimals<br />Analysis: Student lacks mathematical reasoning.<br />
9. 9. Strategies Continued…<br />Assess the Learning Process<br />Ask different types of questions<br />Comprehension Questions<br />Kinesthetic Questions<br />Visual Questions<br />Analytical Questions<br />Grading Rubric<br />
10. 10. Strategies Continued…<br />Listening While You Work<br />Allow time for students to react to their experiences<br />Have students describe their prior knowledge<br />Informal brainstorming<br />Listen to students respond to open-ended assessments<br />
11. 11. Strategies Continued…<br />Make Connections Between Concepts<br />Connect the puzzle pieces<br />Make time in class for students to respond<br />Ask your students what is working and what is not<br />
12. 12. References<br />Buher, Gretchen & Walbert, David. Assessing The Learning Process. LEARN North Carolina, Available on the web at www.learnnc.org/lp/pages/645. (accessed March 15, 2010)<br />Coffey, Heather. Formative Assessment. LEARN North Carolina, Available on the web at www.learnnc.org/lp/pages/5212. (accessed March 15, 2010)<br />Smith Johnson, Kristi. Listening While You Work: Using informal assessments to inform your instruction. LEARN North Carolina, Available on the web at www.learnnc.org/lp/pages/260. (accessed March 15, 2010)<br />Smith Johnson, Kristi. Making Connections between Concepts. LEARN North Carolina, Available on the web at www.learnnc.org/lp/pages/261. (accessed March 15, 2010)<br />Walbert, David. The Clinical Interview. LEARN North Carolina, Available on the web at www.learnnc.org/lp/pages/786. (accessed March 15, 2010)<br />