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Dr. Anne M. CollinsLesley University,
Cambridge, MA
Formative Assessment:
Enabling Learning
collins2@lesley.edu
Formative assessment is an on-going process!
Students and teachers alike benefit from effective formative assessment!
collins2@lesley.edu
ASSESSES PRIOR KNOWLEDGE
PROVIDES REAL TIME FEEDBACK
ASSESSES DAILY PROGRESS
INFORMS INSTRUCTION
Is on-going and designed to improve teaching and learning
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Formative Assessment
Three Formative Assessment Strategies
Conjecture Boards
Observation Protocols
Feedback
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Assess students’ understandings, partial understandings, and misconceptions.
Range Questions
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Ass
ess
ing
Pri
or
Kn
ow
led
ge
Record student responses on a conjecture board
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Pose a range question
Conjecture boards
Conjectures are ideas that have to be proven to be always true. (Leila grade 3)
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Grade 3 Student Responses
• Takes the question to an answer
• One side equal to the other
• The answer to a question
• Sign that shows a sum
• Sign that shows the same amount
• Left side is the same as the right side
• Have the same amount but don’t look the same
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Conjecture Board
Grade 3 Student Revisions
• Takes the question to an answer
• One side equal to the other
• The answer to a question
• Sign that shows a sum
3 x 4 = 12
• Sign that shows the same amount
• Left side has the is the same value as the right side
• Have the same amount but don’t look the same
2 = 2
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Conjecture Board
Yet, if students think that numbers are adjectives that tell what quantity of something then in algebra it makes sense to combine 2a + 4 + 3a to get 5a + 4.
Sample Range Question
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Grade 5 Student Responses
• Space
• l x w x h
• Base times height
• Area
• Amount of something
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Conjecture Board
Grade 5 Student Revisions
• Space
• l x w x h only for rectangular
prisms
• base times height
• Area
• Amount of something
• Layers
• Area of the base time height
• β x h
• Capacity
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Conjecture Board
Lesson On Circles
• Pose the following “RANGE” question:
Tell me everything you know about a circle.
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Conjecture Board Responses
• “It’s something round”
• “You need pi to measure the area and circumference.”
• “It has no beginning and no ending.”
• It is curved.
• It has not sharp edges.
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Teacher Action
• Based upon student conjectures this teacher must take some action to address the students lack of foundational understanding of circles.
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Index Card With Center Point
Draw as many six-inch line segments as possible through the center point so there is an equivalent length on either side of the point.
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Assess what students learned during the day’s lesson. Informs the next day’s lesson
Exit Cards/Tickets to Leave
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Exit Cards
• Exit cards assess conceptual understanding
• Exit cards assess procedural skills
• Exit cards inform the next instructional session
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Sample Exit Card
Which operation gives a greater numerical answer MULTIPLICATION or DIVISION?
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Exit Question/Ticket to Leave
Without using a pen or pencil to do the
math, which answer do you predict will be
greater?
Dr. Anne M. Collins Lesley University collins2@lesley.edu
Information on Exit Cards/Tickets to Leave
Can and should be used to inform the next day’s lesson.
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HOW MIGHT YOU ADDRESS THE MISCONCEPTIONS ABOUT DIVISION AND MULTIPLICATION (OF FRACTIONS? OF WHOLE NUMBERS)
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Provide guidance on how to improve (strategies, tips, suggestions, reflective questioning, etc.)
Can you tell me what you were thinking when you…
I like the way you wrote that expression but can you tell me …
You are on the right track but can you …
Feedback
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Feedback that the teacher provides to students is also an essential resource so the students can take active steps to advance their own learning.
Partial Sums/Combining Like Terms
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26 20 +6 2a + 668 60 + 8 6a + 8 80 80 +14 8a + 1414 9494
Partial Products/Multiplying BinomialsDistributive Property
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26 20 +6 2a + 6
x 68 x60 + 8 x6a + 8
48 48 48
160 160 16a
360 360 36a
1200 1200 12a2
1768 1768 12a2 + 52a + 48
TEACHER ROLES
Provide students with feedback and rubrics so they know how their work will be assessed
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Feedback Timing
• Returning a test or assignment the next day
• Giving immediate oral responses to questions of fact
• Giving immediate oral responses to student misconceptions
• Providing flash cards (which give immediate right/wrong feedback) for studying facts
• Returning a test or assignment two weeks after it is completed
• Ignoring errors or misconceptions (thereby implying acceptance)
• Going over a test or assignment when the unit is over and there is no opportunity to show improvement
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Good Timing Bad Timing
• Design lessons in which students use feedback on previous work to produce better work.
– Provide opportunities to redo assignments. (Comparing a rough draft to the rubric/criteria/exemplar.)
– Give new but similar assignments for the same learning targets.
– Give opportunities for students to make the connection between the feedback they received and the improvement in their work.
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Teacher Roles
Teachers must be:
• Clear about the intended learning goals for the lesson;
• Achieve maximum transparency for students;
This means:
• Focus on what students will learn NOT on what they will do;
• Share the learning goal or actively create it with students;
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Teacher Roles continued
Teachers must:
• Communicate the indicators of progress;
• Decide how to gather evidence about student learning;
This means
• Determine indicators with the students;
• Evidence of emergent learning should yield information that is actionable by both the teacher and the students
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EVIDENCE COLLECTION
is a systematic process andneeds to be planned so that teachers have
a constant stream of information tied to indicators of progress
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OBSERVATION PROTOCOLS
DESIGNED TO COLLECT EVIDENCE FOR EACH STUDENT’S STRENGTHS AND WEAKNESSES!
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Observational Protocol Categories
•
Dr. Anne M. Collins Lesley University collins2@lesley.edu
Student Problem Solving Strategies
Accurate Computation
Uses Multiple Representations
Justifies solutions
STUDENTS MUST HAVE ROUTINE ACCESS TO THE CRITERIA AND STANDARDS FOR THE TASK THEY NEED TO MASTER; THEY MUST HAVE FEEDBACK IN THEIR ATTEMPTS TO MASTER THOSE TASKS
Grant Wiggins
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THEY MUST HAVE OPPORTUNITIES TO USE THE FEEDBACK TO REVISE WORK AND RESUBMIT IT FOR EVALUATION AGAINST THE STANDARD.
Grant Wiggins
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STUDENT ROLES
Students take an active role in evaluating their own progress towards their learning
goals.
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Student Roles
Students must:
• engage in self-assessment
• provide peer-assessment.
This means
• students engage in metacognitive activity, a hallmark of effective learning.
• students give feedback that is intended to be constructive and help their peers make progress toward the lesson goal.
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PEER FEEDBACK
• Peer feedback has a number of advantages
• It involves thinking about learning
• It can deepen students’ understanding of their own learning
– because they have to internalize the learning goal and progress indicators in the context of someone else’s work.
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In Conclusion
• Formative assessment is not a test
• Formative assessment is an approach to teaching and learning that uses feedback as its centerpiece in a supportive classroom context
• Formative assessment is a practice that empowers teachers and students to give their best to enable learning
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Resources and Additional Reading
• Black PJ and Wiliam D (1998), Assessment and Classroom Learning. Assessment in Education: Principles, Policy and Practice, 5, 7–73.
• Collins, A. 2012. Using Classroom Assessment to improve Student Learning. NCTM. Reston, VA
• Hattie J and Timperely H (2007), The Power of Feedback. Review of Educational Research, 77, 81–112.
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