A presentation about formative assessment based on the book" What Teachers Really Need to Know About Formative Assessment" by Laura Greenstein

1. FORMATIVE ASSESSMENT
Asma Mouloua
Loubna El Moustakir

2. WELCOME,
CLASSMATES!

3. Building Foundations
PRESENTATION OBJECTIVES
Using Formative Assessment
Making Connections and
Furthering Change

4. ''THE EDUCATIONAL PROCESS IS ONE
OF CONTINUAL REORGANIZATION,
RECONSTRUCTION, TRANSFORMING..."

5. BUILDING FOUNDATIONS

6. The basic goal of formative assessment is
straightforward: figure out what students
understand and where misconceptions or
gaps in understanding exist, so you can plan
instruction and interventions to help
students master learning objectives.
THE FUNDAMENTALS OF FORMATIVE ASSESSMENT

7. WHEN ASKED TO DESCRIBE HOW ROUTINE USE OF FORMATIVE ASSESSMENT AFFECTS THEIR
CLASSROOM, TEACHERS TYPICALLY OBSERVE THAT IT:
Allows for
customized
learning, helping
to build both
basic skills and
high-level
learning in a
way that is
relevant and
responsive to all
learners
-Encourages
teachers and
students to work
together toward
achievement
-Increases
coherence
between
curriculum,
instruction, and
assessment
-Increases
student
engagement and
motivation.
-Ensures grades
accurately
reflect students’
progress toward
standards

8. CYCLE
OF
FORMATIVE
ASSESSMENT

9. THE FUNDAMENTALS OF FORMATIVE ASSESSMENT

10. FORMATIVE ASSESSMENT IS STUDENT FOCUSED
Consider each
student’s
learning
needs and
styles and
adapt
instruction
accordingly
Track individual
student
achievement
and Provide
appropriately
challenging and
motivational
instructional
activities
Design
intentional and
objective
student self-
assessments
and offer all
students
opportunities
for
improvement

11. FORMATIVE ASSESSMENT IS INSTRUCTIONALLY INFORMATIVE
Provides a
way to align
standards,
content, and
assessment
-Allows for the
purposeful
selection of
strategies
-Embeds
assessment in
instruction
-Guides
instructional
decisions

12. FORMATIVE ASSESSMENT IS OUTCOMES BASED
Emphasizes
learning
outcomes
and Makes
goals and
standards
transparent
to students
Provides clear
assessment
criteria
and closes the
gap between
what students
know and
desired
outcomes
Provides
feedback that is
comprehensible,
actionable, and
relevant
and Provides
feedback that is
comprehensible,
actionable, and
relevant

13. USING AFFORMATIVE ASSESSMENT

14. Teachers need the information to make accurate
diagnoses and prescriptions for learning.
Finding out what students know before beginning
instruction allows teachers to focus teaching on
what students haven’t yet learned, avoiding
redundancy.
Pre-assessment results can also guide teachers in
determining the level of challenge and difficulty each
student needs and what the final individual learning
targets should be.
FORMATIVE ASSESSMENT PRIOR TO INSTRUCTION

15. Entrance Slips
An entrance slip is a
student’s response to a
question a teacher
poses related to the
upcoming instruction.
STRATEGIES AND TOOLS FOR ASSESSING
PRIOR TO INSTRUCTION:
Gallery
make a display, or
gallery, of student
responses to a teacher-
generated question.
Corners
gives teachers a quick
and visual way to
preview what their
students may know or
believe before
instruction begins.
Sticky Notes
Sticky notes support a
variety of assessment
techniques involving
signaling, sorting, and
analysis.

16. The students move to a corner on their understanding of a
concept. The teacher predetermines the level of
understanding at each corner. The students discuss the
topic with their group members. For example, the corners
could include: Not a clue, I know little, I know a lot, I’ve got
it.
KNOWLEDGE BASE CORNERS OR SQUARING OFF

17. Assessing during instruction allows you to
customize your teaching to match the current
status of learning in the classroom, it helps you
decide whether to make these adjustments for
the whole class, for subsets of the class, or for
specific individuals. Finding out what students
know before beginning instruction allows
teachers to focus teaching on what students
haven’t yet learned, avoiding redundancy.
FORMATIVE ASSESSMENT DURING INSTRUCTION:

18. Take the pulse of whole-class progress
Pinpoint individual achievement
Benchmark learning
Measure critical thinking
Monitor changes in beliefs or dispositions
Provide feedback and support self-assessment
USE FORMATIVE ASSESSMENT DURING INSTRUCTION TO

19. 1. Voting Cards
2. Fingers up
3. Graphic Organizers
4. Line-Up
5. Bump in the road
6. Questioning and the Socratic method
7. Electronic response systems
TOOLS AND STRATEGIES FOR ASSESSING DURING INSTRUCTION

20. Students have laminated cards with numbers 1- 10 or 1-5
or whatever number range the teacher prefers. As the
instruction occurs teacher can ask students to gauge their
level of understanding by showing a numbered card. 1= I
Could Teach This! all the way down to 10= HELP!
VOTING CARDS

21. A student writes a problem or question on the top of a
piece of paper. The student passes the paper to three-five
classmates to get their suggestions or answers to the
question. Each person must initial their response to
overcome the bump in the road.
BUMP IN THE ROAD

22. In the Socratic method, the classroom experience is a
shared dialogue between teacher and students in which
both are responsible for pushing the dialogue forward
through questioning.
THE SOCRATIC METHOD

23. These are systems that let students respond to questions
and polls individually and privately using a mobile phone or
clicker device...such as Kahoot
CLASSROOM RESPONSE SYSTEM

24. Identify remaining gaps in students’
knowledge, skills, or understanding
Determine the selection of final customized
interventions
Gain insight into the learning that has
occurred
Provide opportunities for thoughtful
reflection
FORMATIVE ASSESSMENT AFTER INSTRUCTION:

25. Summary and Review.
Questions and Answers MisUp
3-2-1 (Prompt: 3 answers. Prompt: 2
answers. Prompt: 1 answer)
Nutshelling.
Grab Bag
Ball Toss.
PROVIDE OPPORTUNITIES FOR THOUGHTFUL REFLECTION

26. REFERENCES
What Teachers Really Need to Know About
Formative Assessment- Laura Greenstein

27. THANK YOU FOR YOUR ATTENTION!