2. How do we activate students as
owners of their learning?
3. Formative
Assessment
LEARNING OUTCOMES FOR
TODAY:
๏ Gain clarity on the components of effective formative assessment
๏ Gain awareness of what different teams are doing
๏ Reflect on the extent to which our students are clear on the 3
essential questions of learning: (Stiggins et al., 2006. Classroom Assessment for
Student Learning: Doing it Right - Using it Well)
๏ Where am I now?
๏ Where am I going?
๏ How do I close the gap?
5. Formative Assessment
3. I can define
formative assessment
confidently
1. I would like to verify
my understanding.
4. I have educated
others on formative
assessment and its
purpose.
2. I give a variety.
Students are aware of
their results.
6. Types of formative assessment
2. All formative
assessments are
graded in my class
1. I can name examples
other than quizzes and
tests.
4. I’m not sure how
often to give them.
3. My students have
time to reflect on
feedback.
7. Feedback
2. Feedback from
student performance
stays with me.
1. I am exploring ways to
give better feedback.
4. My students track
their progress based
on feedback received.
3. Giving personalized
feedback is challenging
due to time restrictions.
8. Team interventions
2. One of my teams
gives re-takes
1. I’d like to explore re-
takes.
3. My students come
see me or go to
Learning Center for
extra help.
4. I’d like to explore
more options in
addition to re-takes.
9. Formative
Assessment
LEARNING LOG FOR TODAY:
๏ Reflect on the extent to which our students
are clear on the 3 essential questions of
learning: (Stiggins et al., 2006. Classroom Assessment for Student Learning: Doing it
Right - Using it Well)
๏ Where am I now?
๏ Where am I going?
๏ How do I close the gap?
15. Formative
Assessment
LEARNING OUTCOMES FOR
TODAY:
๏ Gain clarity on the components of effective formative assessment
๏ Gain awareness of what different teams are doing
๏ Reflect on the extent to which our students are clear on the 3
essential questions of learning: (Stiggins et al., 2006. Classroom Assessment for
Student Learning: Doing it Right - Using it Well)
๏ Where am I now?
๏ Where am I going?
๏ How do I close the gap?
19. Formative
Assessment
THE ROLE
OF STUDENT SELF-ASSESSMENT
Occurs when students review their own work and identify
strengths and weaknesses for the purpose of improving
performance.
•Student self-assessment is not something that comes naturally to
many
•Move away from simply asking students whether they understand
something
•Rather, teach students to use criteria to assess their work
•Use your team’s established learning targets
•Use rubrics before, during, and after
28. Here’s what!
So what?
Now what ?
Pick a current common formative assessment within your team.
Evaluate the assessment by using what you’ve learned today.
How do we know the students are learning?
How do the students know that they are learning?
Brainstorm ways to improve this practice in order to incorporate
essential elements of an effective formative assessment.
29.
30. Formative
Assessment
SO WHERE ARE WE NOW?
๏ TASK
LT 1: Components of
Formative Assessment
LT 2: Gain awareness of
what other teams are
doing
LT 3: 3 Essential
Questions of Learning
4 Corners
Banned words
Socrative
Reading Article
Breakout session with
teams
31. Formative
Assessment
EVIDENCE OF LEARNING:
FORMATIVE ASSESSMENT
•Designed to inform instruction
•More process than product
•Timely; offers immediate feedback
•Results drive planning, instruction & intervention
•Promotes learning
•Different types (multiple choice, etc.)
•Diagnostic tool for teachers
•Should feel part of daily instruction
•Measures growth
•Ongoing/frequent
32. Formative
Assessment
EVIDENCE OF LEARNING:
WHAT DOES THIS MEAN FOR TEAMS?
•Teams will develop and use common formative assessment
•Formative assessments aligned to learning targets
•Teams will collect and analyze data to inform instruction and provide
feedback to individual students
•As teams develop CFA, essential component should include ways for
students to have ownership of feedback
•Teams will develop common methods for providing interventions
33. Formative
Assessment
HOW EVIDENCE OFYOUR GROWTH
WILL BE DEMONSTRATED:
•Your classroom practices
•CFA created by team
•Data collected and analyzed by team
•Student growth
34. Debrief
• 1. In the last
column of the
Formative
Assessment
Growth, please
comment on
what you need
to do
implement
more formative
• 2. On your notecard,
please comment on
how you envision
formative assessment
looking in your
classroom.
