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8/12/2019 Overview to Common Formative Assessments for WMS Revised 9-9-09.Ppt
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Overview to CommonFormative Assessments
(CFAs)Adapted from The Leadership and Learning Center
Presented by Jane Cook & Madeline NegronFor Windham Public Schools
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Connecticut Accountability for Learning Initiative
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Common Findings inSuccessful Schools
Formed a professional learningcommunity
Focused on student work (throughassessment)
Changed their instructional practiceaccordingly to get better results
Did all of this on a continuing basis
Fullan, April 2000
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Professional LearningCommunities
Four essential questions:
What do allstudents need to know and be able to do?
How do we teach so that all students will learn?
How will we know if they have learned it?
What will we do if they dont know or if they come tous already knowing?
DuFour & Eaker, 1998
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Priority Standards
UnwrappedStandards, BigIdeas, Essential
Questions
DecisionMaking for
Results
PerformanceAssessments
CommonFormative
Assessments ScoringGuides
How Powerful Practices Work Together
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Data Teams: The Mechanism
for Measuring ProgressStep 1: Collect and chart data and
results.
Step 2: Analyze strengths and obstacles
Step 3: Set S.M.A.R.T. goal for studentimprovement.
Step 4: Select effective teaching
strategies.Step 5: Determine results indicators.
Data TeamsProcess, The Leadership and Learning Center
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Nine + 1 Effective Teaching Strategies
1. Similarities and differences2. Summarizing and note taking
3. Effort and recognition
4. Homework and practice
5. Nonlinguistic representation
6. Cooperative learning
7. Setting objectives, providing feedback
8. Generating and testing hypotheses
9. Cues, questions, advance organizers
10.Non-fiction writing
Marzano, Pickering, & Pollock, 2001
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The Two Tools of Assessment
No single assessment can meet everyonesinformation needsTo maximize studentsuccess, assessment must be seen as an
instructional tool for use while learning isoccurring, and as an accountability tool todetermine if learning has occurred. Becauseboth purposes are important, they must be in
balance.
NEA, 2003
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Two Purposes of Assessment:Important Distinctions
DiagnosisAssessment FORLearning
EvaluationAssessment OFLearning
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Assessment FORLearning
Formative: Given before and duringtheteaching process
Diagnostic: Intended to be used as a guide toimprove teaching and learning
Providesteacherswith informationthey need
to createappropriateworkfor groups oflearners or individual students
Nottypically usedto assign grades Answers key questions: Do students possess
critical pre-requisite skills and knowledge?Do students already know some of thematerial that is to be taught?
Bravmann, 2004
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Assessment OF Learning
Summativeassessment for unit, quarter,semester, grade level, or course of study
Provides status reporton degree ofstudent proficiency or mastery relative to
targeted standard(s) Helpsteachersjudgeeffectiveness of their
teachingpractices
Supports the assignmentof grades
Answers question: Have studentsachieved the goals defined by a givenstandard or group of standards?
Bravmann, 2004
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The Power Of
COMMONAssessments
Schools with the greatest
improvements in studentachievement consistentlyused common assessments.
Reeves,2004
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What AreCommonAssessments?
Not standardized tests, but rather
teacher-created, teacher-ownedassessments that are collaborativelyscoredand that provide immediatefeedback to students andteachers.
Douglas B. Reeves, CEO,The Leadership and Learning Center
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What AreCommonFormativeAssessments?
Common formative assessments are designed to givestudents specific feedback on the clear target to beachieved, along with suggestions on how to reach thattarget on subsequent assessments. Students need to
understand that this feedback will not be graded butthat it will be used by their teachers to design specificinstruction to help them improve. After a review ofalmost 8,000 classroom studies focused on determiningthe impact of feedback on student improvement, JohnHattie (1992) declared: The most powerful singlemodification that enhances achievement is feedback.The simplest prescription for improving education mustbe dollops of feedback.
Hattie, 1992, p. 9
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What Are Common
Formative Assessments? (continued)
Assessments forlearning administered to allstudents in grade level or course several timesduring semester, trimester, or year
Items collaboratively designed by participatingteachers
Items represent essential (Priority) standards
only
Items aligned to district and state tests
Results analyzed in Data Teams in order todifferentiate instruction
Ainsworth & Viegut, 2006
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Simply Put A Common
Formative Assessment is
Common= Given by all teachers at a gradelevel or in a content area
Formative= Provides data to inform planning
and instruction Assessment= Provides diagnostic rather than
evaluative information
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Grade Levels # of CFA Items
Grades K-1 Approximately 5-8
Grades 2-3 Approximately 8-10
Grade 4-5 Approximately 10-15
Grades 6-8 Approximately 15-20
Grades 9-12 Approximately 20-25
Recommended # o f CFA Items
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How Long Should a CFA Take?
A CFA should take no more than one 45-minute class period. For early grades, it
should take much less time. Limit thetotal number of items so that studentpapers can be quickly scored and theresults can be used right away to informinstruction.
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Achievement Gains Associated WithNumber of Assessments over 15 weeks
Number ofAssessments
Effect Size Percentile Gain
0 0 0
1 0.34 13.5
5 0.53 20.0
10 0.60 22.5
15 0.66 24.5
20 0.71 26.0
25 0.78 28.5
30 0.82 29.0
Bangert-Drowns, Kulik, & Kulik, 2007
(The higher the effect size and percentile gain, the more statistically significant.)
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The Process of Developing CFAs:
Laying The Standards Foundation
- Steps 1-6
Step 1: Choose Important TopicStep 2: Identify Matching Priority
StandardsStep 3:Unwrap Matching Priority
Standards
Step 4: Create Graphic OrganizerStep 5: Determine the Big IdeasStep 6: Write the Essential Questions
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The Process of Developing CFAs:
Creating The AssessmentSteps 7-10
Step 7: Write Selected-Response Items
Step 8: Write Constructed-ResponseItems (extended or short)
Step 9: Write Essential Question-BigIdea Directions
Step 10: Create Answer Key & Scoring Guidesfor Constructed-Response Items
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CFAs A Summary Periodic assessments collaboratively
designed Matching pre- and post-assessments
Similar in design to high stakes tests
Items should represent priority standards Blend of item types including selected and
constructed response
Administered several times a year
Results analyzed in Data Teams Results used to inform planning and
instruction
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Questions?
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Now its your turn
Youre ready to begin Step 1 in the CFAprocess this is also Step 1 in the Data Teamprocess.
In your Grade Level Data Teams work onyour Treasure Hunt looking for CMT Strandsthat are important topics for your gradelevel students.
You may divide into smaller content area
teams within your Grade Level Data Teams,e.g., Science and Math may choose to look atthe Math & Science data while Social Studiesand English work together on the Reading &Writing data.
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