Formative Assessment Module

Kansas State Department of EducationASSESSMENT L ITERACY PROJECT 1

ASSESSMENT L ITERACY PROJECTKansas State Department of EducationASSESSMENT L ITERACY PROJECT

Formative Assessment is Important!

• Research shows formative most important assessment to student learning

• Educators need to understand the importance of formative assessments

What is Formative Assessment?

Paul Black, professor emeritus and educational research King’s College gives us this definition:

“ When the cook tastes the soup, that’s formative assessment; when the customer tastes the soup, that’s summative assessment.”

The Council of Chief State School Officers provides the definition:

“ Formative Assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievements of intended instructional outcomes.”

According to Dr. James Popham:

“ Formative Assessment is a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics.”

Formative Assessment is a Planned Process

• Evokes evidence about student learning

• Provides feedback about learning to teachers and students

• Closes the gap between what the learner knows and desired goals

Use of the Assessment

• Results of Formative assessments are used to improve instruction and learning

• Results of Formative assessment are not used for making judgments about success or failure

Title Comparisons

• Formative assessment is used to improve instruction and learning

• Interim assessments are used to– Predict summative results– Warn of learning deficits– Identify achievement gaps

• Summative assessments are used to render final judgments

Inside the Black Box: Raising Standards Through ClassroomAssessment

By Paul Black & Dylan Wiliam

Paul Black & Dylan Wiliam, “Inside the Black Box: Raising Standards Through Classroom Assessment,” Phi Delta Kappan Vol. 80 (2), October 1998, pp.139-148.

Formative AssessmentsMake Moment – to - Moment Adjustments

Classroom Based: Student Centered Process

Teachers Need Time

According to Black & William, teachers need:

• Time to reflect upon their assessment practices

• Benefit from observing and

• Consulting with other teachers about the changes they would like to make.

Teachers Should Consider

1. Testing new learning within about a week of first exposure

2. Do the assessments yield accurate, pertinent diagnostic information?

3. Is the diagnostic information being used to inform and adjust instruction for individual students?

Activity One

1Review the work of Black and Wiliam by answering

the essential question: What is formal Assessment?

What we want the student to know and be able to do

• Goals• Objectives• Proficiencies• Competencies

• Standards• Benchmarks• Curricular Aims

Clarify Curricular Aims

Alignment in SEDL's Working Systemically Model2004 PROGRESS REPORT TO SCHOOLS AND DISTRICTSSummary Report available online athttp://www.sedl.org/rel/resources/ws-report-summary04.pdf

Clarify Curricular Aims

Alignment in SEDL's Working Systemically Model2004 PROGRESS REPORT TO SCHOOLS AND DISTRICTSSummary Report available online athttp://www.sedl.org/rel/resources/ws-report-summary04.pdf

Highest Level of

Performance Students Can

Achieve

Kinds of Aims or Targets

• Master Content Knowledge– Master means know and understand– Things to know outright– Know where to find it

• Use Knowledge to Reason and Solve Problems– Analysis– Synthesis– Comparison– Classification– Inference– Evaluation

• Demonstrate Performance Skills• Create products• Develop Attitudinal, Motivational Predispositions

Students Must Understand What is to be Mastered

Important whether student is preparing for a single lesson or a month long unit

Curricular Aims

• Describe how the curricular aim will be measured

• Provide examples of both very good and very poor assessment results

Rubrics Clarify Performance Expectations

A well informed rubric helps students understand what they are supposed to be learning

Teachers Must Provide Students with the Building Blocks

Formative Assessment are Not Used for Grades

Students as Partners

Stiggins tells us “that the greatest potential value of classroom assessment is realized when we open the process up and welcome students in as full partners”

Activity Two

2Consider the

Student/Teacher Learning Partnership by Participating

in Activity Two

How do we Plan Formative Assessment?

Begin by looking at the best recommended practices by experts such as Airasian, Fisher, Frey, Marzano, McTighe, Popham, Stiggins, Tomlinson, Wiggins, and others

We Need to Begin with the End in Mind

Checking for Understanding

SHOULD:

• Align with enduring understandings

• Allow for differentiated instruction

• Focus on gap analysis

• Lead to precise teaching

Questioning to Incorporate into Classroom Practice

• Do I know what misconceptions or naïve assumptions my students possess?

• How do I know what they understand?

• What evidence will I accept for this understanding?

• How will I use their understandings to plan future instruction?

Differentiating Instruction

Checking for understanding presumes that students are able to demonstrate their understanding in different ways.

This demands not only that products are differentiated but also that our ways of analyzing them are differentiated.”

A model can be found on our next slide…

Dr. Popham’s book Transformative Assessment

From: Transformative Assessment (p. 141) by W. James Popham, 2008, Alexandria, VA: Association for Supervision and Curriculum Development

First Step:

Identify when to administer a formative assessment

Consider what is important to know and do to reach enduring understanding of a curricular aim and that will help you determine when to use formative assessment.

Second Step:

Select the appropriate assessment to use

Our methods of assessment should be differentiated so that students can demonstrate their understanding in different ways.

Select Proper Assessment Methods

From: Student –Involved Assessment FOR Learning Fourth Edition (p. 64) Richard J. Stiggins, 2005, Upper Saddle River, NJ: Pearson Education

Eight Types of Assessment Practices

1. Criteria & Goal Setting2. Teacher Observation3. Questioning4. Grading5. Self-Assessment6. Peer Assessment 7. Student record-keeping8. Formative Use of Summative Tests

1. Criteria & Goal Setting

In order to be successful:

• students need to understand and know the learning target/goal and the criteria for reaching it.

• Establishing and defining quality work together

• determining what should be included in criteria for success are all examples of this strategy.

2. Teacher Observation

Observations assist teachers in gathering evidence of student learning to inform instructional planning.

3. Questioning

Questioning strategies should:

• be embedded in lesson/unit planning

• Ask better questions allows an opportunity for deeper thinking

• provides teachers with significant insight into the degree and depth of understanding

4. Teachers Written and Oral Evaluation

• Should identify what has been done well

• What still needs improvement

• Give guidance on how to make that improvement.

5. Self Assessment

Self Assessment is essential to learning.

6. Peer Assessment

Peer assessment is valuable because students may accept criticisms of their work from one another that they would not take seriously if the remarks were offered by a teacher.

7. Student Record Keeping

Student Record Keeping helps students better understand their own learning as evidenced by their classroom work

8. Formative Use of Summative Assessment

Summative Assessment

Through active involvement in the testing process, students can see that they can be the beneficiaries rather than the victims of testing, because tests can help them improve their learning.

Third Step:

Decide what instructional adjustments should be made

• Teacher must determine a required level of individual student performance and a required level of total group performance

• Predetermined adjustment trigger must be established prior to collecting assessment evidence from students

Fourth Step:

Make adjustments in instruction

• This is the time for making decisions that lead to more precise and effective teaching. What is done at this step will be up to the individual teacher and will depend on that teachers’ level of experience and expertise.

• Popham advises us to “revisit the original learning progression created for the curricular aim or building block.

Activity Three

3This Activity Answers the

Essential Question:How do we plan the

formative assessment process?

The Process of Formative Assessment

Dr. Popham reemphasizes that “Formative assessment is more about teaching than it is about testing. At bottom, it is an instruction-enhancing process. It really is.”

Five Potential Applications of Formative Assessment

1. To make an immediate instructional adjustment.

2. To make near future instructional adjustment.

3. To make a last-chance instructional adjustment.

4. To make a learning tactic adjustment.

5. To promote classroom climate shift.

Application 1: To make an immediate instructional adjustment

Using immediate instructional adjustment, a teacher diagnoses, addresses, and corrects students’ misconceptions instead of letting those misconceptions remain for another day when they will probably be far more difficult to remedy.

Application 2. To make near future instructional adjustment

A teacher will need to use learning progressions to break down the subskills that are crucial to developing the overall learning goal and then through non-graded formative assessment exercises determining what needs to be done to ensure that students are mastering those crucial subskills before moving on.

Application 3: Last Chance Instructional Adjustments

If, near the end of an instructional sequence, a teacher wants to discover whether students have mastered the target curricular aim, that teacher may apply formative assessment for the purpose of last chance instructional adjustments.

Application 4: Learning Tactic Adjustments

Students use assessments evidence to monitor their own progress and decide whether they need to change the manner in which they’re attempting to learn.

Application 5: Promoting a Classroom Climate Change

The fifth and final application of the formative assessment process works to shift the atmosphere of a classroom through theses three significant changes:

1. A change in learning expectations.

2. A change in the locus of responsibility from teacher to students.

3. A change in the role of classroom assessment.

Maximum Instructional Mileage

According to Popham, “Promoting the three significant changes in classroom climate identified . . . requires a total, no-holds- barred effort.”

Applications of Formative Assessment

The Formative Assessment Process

Immediate Instructional Adjustments

Near-Future Instructional Adjustments

Last-Chance Instructional Adjustments

Students’ Learning Tactic Adjustments

Classroom Climate Shifts

From: Transformative Assessment in Action (p. 21) by W. James Popham, 2011, Alexandria, VA: Association for Supervision and Curriculum Development

Activity Four

4Take time to do the final

activity within this module

Formative Assessment Module

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