Embedded formative assessment
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This document discusses the concept of formative assessment and its importance in education. Some key points: - Formative assessment is used by teachers and students during the learning process to provide feedback and adapt teaching. - It is the bridge between lessons that allows teachers to identify gaps and misconceptions, and reteach or enrich concepts before moving forward. - Teachers are encouraged to develop formative assessments of current content, analyze the results to see what students have learned, and demonstrate how they will reteach or enrich the learning of students who need additional support.
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Embedded formative assessment
- 2. “A bad curriculum well taught is invariably a better experience for students than a good curriculum badly taught.”
- 3. Pedagogy trumps curriculum, because what matters is how things are taught, not what is taught. Discuss with a partner
- 4. Interactive white boards – stunning piece of ed tech…The net impact on student achievement was zero. Discussion
- 5. PAGE 20
- 6. Three generations of effective school research First Gen: Get rid of boys. Become a parochial school. Move your school to a nice, leafy, suburban area. Second Gen: It is the cliental that attend the school Third Gen: Value added Lottery
- 7. Education can compensate for society provided it is of high quality. Discuss with a partner
- 8. “The quality of an education system cannot exceed the quality of its teachers.”
- 10. Learning Styles Educational Neuroscience Content Area Knowledge
- 11. PAGE 39
- 12. We cannot predict what our students will learn, no matter how we design our teachings. Discuss
- 14. Formative Assessment “By formative evaluation we mean evaluation by brief tests used by teachers and students as aids in the learning process.” The physical (formative) as opposed to the autopsy (summative).
- 15. Please share examples of how you have used formative assessment in your classroom. Discuss with your partner – share with large group
- 17. Homework • Develop a formative assessment on current content . • Give the assessment (bring assessment) • Analyze the data (bring data) • Demonstrate how you will reteach and enrich those students (what next?) • Work with another teacher if you not in a traditional teaching role • Create brief narrative and be prepared to share with us.
- 18. Restatement of goals Formative assessment and P-standards
- 19. Formative assessment is – or should be – the bridge or causeway between today’s lesson and tomorrow’s.
- 20. How do you communicate to students what they are going to be learning? How are you currently sharing learning intentions? Discuss
- 22. Make things as simple as possible, but no simpler. – Albert Einstein
- 23. As teachers, we are not interested in our students’ ability to do what we have taught them to do. We are only interested in their ability to apply their newly acquired knowledge to a similar but different context.
- 25. Practical techniques • Use of exemplars (students rank 5 of last years assignments) (p.65) – Kindergarten • What Not to Write (p. 66) • Three best essays (p. 66) • Choose swap choose (p. 67)
- 26. Teachers must acknowledge that what their students learn is not necessarily what they intended. How do you combat this? Discuss with a partner
- 27. Questioning How do you question? What are the levels of your questions? Discuss with your partners
- 29. Group assignment Where are we?
- 30. Rinse and Repeat • Develop a formative assessment on current content. • Give the assessment (bring assessment) • Analyze the data (bring data) • Demonstrate how you will reteach and enrich those students (what next?) • Work with another teacher if you not in a traditional teaching role • Create brief narrative and be prepared to share with us.
- 32. Schools as talent refineries? Discuss…
- 33. “Never grade students while they are still learning. As soon as students get a grade, the learning stops.” Alfie Kohn
- 34. How do you use students as instructional resources? Discuss…
Editor's Notes
- We have had a lot of requests for curriculum.
- It matters very much which classrooms you’re in It is a lottery system – How often do you think we get requests for certain teachers?Have any of you requested a different teacher as a parent or a staff member in this district?It should not be a lottery system – a kid should be getting the same high quality instruction up and down these halls. I believe it is about building capacity within – We have to get better! - Teachers are doing the best that they know how. Most critical difference is simply the quality of the teacher74 percent of the variation in achievement of 15 year olds in the US is within schools
- Education can compensate for society provided it is of high quality. p. 19 – Review
- Teachers are doing the best they know how. The goal should be proficiency for all, excellence for many, with all student groups fairly represented in the excellent. We are not going replace existing teachers with better ones. We need to improve the quality of teachers already in the profession
- Pretty morbid die or retire. No teacher is so good – or so bad – that he or she cannot improve.
- Teachers should not try to fit their teaching to each child’s style, but rather that they should become aware of different styles. Brain – Based Education may not be there yet. Increasing subject knowledge does not lead to increased student achievement. There is much more to good teaching than knowing the subject.
- Assessment is so key to the learning processStudents do not learn what we teach, if they did we would not need to keep gradebooks, instead we could just record what we taught. What students learn as a result of our instruction is unpredictable. It is no different than what was previously mentioned in the video and much of what I will talk about today – you will all leave with various levels of understanding. I will leave thinking that I nailed it and everyone understands the basics of formative assessment These are our daily interactions with kids, we teach and we think that they all got it or assume, but how often do we measure if the students got it?See p.49
- It is directly related to the teaching-learning process. Assessment for learning not assessment of learning. The process used by teachers and students to recognize and respond to student learning in order to enhance that learning. A midstream tool to identify specific student misconceptions and mistakes while the material is being taught.
- Examples are given beginning on page 40.Mrs. Black gave out an awesome list of formative assessments. We cannot predict what students will learn as a result of instruction. Form assessment involves getting best possible evidence about what students have learned and then using this information to decide what to do next.
- K-2 ExamplePowerstandards created and drive everything you do. Formative assessments and summative assessments are created for every powerstandardWhen will you teach these? Mapped out Powerstandards/I can statements (Sequence)Match curriculum (acitivities/methods)Create specific formative assessments for eachAuthentic / Team createdWhat does mastery look like based off of corresponding assessments?Review formative assessment resultsDig into data / Does your formative assessment data provide good information?How will you enrich or intervene? Next steps…Summative Assessment?When to provide student with grade.
- Read p. 51
- Mya - What did you learn about today? Nothing.. There should be some reference to the learning objective – Pstandard/ I can statementThis helps provide direction and a road map for studentsHow should this be communicated? All verbal? Should be written down.
- How many use a learning objective? We need to start referencing our I-can statements. Is your learning objective a wallpaper objective?The learning objective can’t give it all away.Familiar enough to those who know what they are doing but not helpful to those who are not yet there.Read p. 59 – Banana productionExample: Our learning objective today is to read section 2.1, complete the section review and then study for the test. What are our learning intentions? Essential questions and so on?As teachers, we are not interested in our students’ ability to do what we have taught them to do. We are only interested in their ability to apply their newly acquired knowledge to a similar but different context.Example – Math
- THOUGHTS?The clearer you are about what you want the more likely you to get it, but the less likely it is to mean anything. All students can be working toward the same learning intention; the differentiation comes in the success criteria.
- What are you learning intentions? Kevin Leier – what are you learning intentions for your historical figure tournament? What do you hope they learn? Is it only about the context of the learning or the skills that allow transfer of learning?What was your learning intention of the unit or lesson for your formative assessment assignment?Give time to reflect. I Can statements and “official langauge”
- 1 – Students are much better at spotting errors and weaknesses in the work of others than they are in their own. Who uses exemplars and how?How do we talk about quality student work more with kids?
- Teachers almost always plan the instructional activities in which they will engage their students, but they rarely plan in detail how they are going to find out where the students are in their learning. Students make sense of what we teach and sometimes the sense they make is not what we intended. When do we move on? We must always be comfortable and have done a check to see where kids are at to move on. What is the level you wish to seek?
- In a study of 1,000 teachers 57 percent of all questions were deemed as managerial questions. DO you have your pencil?Do you have your book?What has finished all the questions? 1/3rd of all questions dealt with simple recallHow many legs does an insect have?Only 8 percent of all questions required students to analyze, make inferences, or to generalizeWhy is a bird not an insect Less than 10 percent of the questions caused new learning. Others were rehearsing of what students already knew or were about classroom management. Only two good reasons to ask questions in class: to cause thinking, and to provide information for the teachers about what to do next. Audit yourself regarding your questioning. How do you do??
- How many use handraising as a questioning tool?Those who participate increase the knowledge gap You allow kids to avoid being part of the class – forgoing their opportunity to increase their ability Often drawn to the usual suspectsConversation with my wife about wait time – she isn’t an educator but because of her job with the REA she has been in classrooms Pose, Pause, Pounce, Bounce – p. 82 Popsickle sticks p. 82 How do you choose students when engaging in class discussion?Wait time! P. 84Cold calling p. 83
- Examples are given beginning on page 40.Mrs. Black gave out an awesome list of formative assessments. We cannot predict what students will learn as a result of instruction. Form assessment involves getting best possible evidence about what students have learned and then using this information to decide what to do next.
- Study:Scores only made no progressComments only students scored on average 30% higher on their second lesson Comments and scores had the same effect of giving scores aloneTeachers that provide careful diagnostic comments and then putting their score are wasting their time. Might as well just give a score. (Lets talk about this)Lets take a few minutes to discuss our feedback we give to kids. Who wants to go first? Did the feedback move the learning forward for the child? Oral or written feedback? Doesn’t matter…Do we give time to use feedback to improve their work?
- Read P. 119
- Grading gets in the way of providing feedback.“The secret of feedback is that saying whats wrong isnt enough; to be effective, feedback must provide a recipe for future action.”I read the other day from a the big 5 publishers – formative assessment will replace summative assessment. Feedback should be formative – it is only formative if it is fed back to the learner and the learner uses it to improve performance. P. 130 – Practical method of feedback Feedback should cause thinking.
- I would prefer to get help from my friends because teachers have got this weird kind of language, if you know what I mean. Peer tutoring in small groups almost as effective as one-to-one tutorial instruction from a teacher