PA’s Standards Aligned System (SAS): A Focus on Formative Assessment

PA’s Standards Aligned System

(SAS): A Focus on Formative

Assessment

Dr. Jennifer Lillenstein, Educational Consultant (jlillenstein@pattan.net)Pennsylvania Training and Technical Assistance Network (PaTTAN)

PA Institute for Instructional CoachingJanuary 26, 2010/State College, PA

Session Goals for

Today

• Explore the what and why of formative assessment

• Establish the relationship between instruction and formative assessment

• Review 5 key strategies and techniques

• Brief review of “Embedding Formative Assessment” CD-ROM tool (Dylan Wiliam)

Standards Aligned System (SAS)

The Pennsylvania Standards Aligned Systems (SAS) is a comprehensive

framework that was developed based upon high-quality research

and practice.

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Fair assessments aligned to PA standards.

Summative

FormativeBenchmark

Diagnostic

Clear Standards

FairAssessments

Instruction

Materials & Resources

Interventions

StudentAchievement

Curriculum Framework

Standards Aligned System (SAS) Fair Assessments

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Formative Assessment

A Focus on

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Defining Formative Assessment

Selective Review from Article: “Assessment FOR Learning Defined,” (Stiggins, et. al. 2005)

Share with whole group (Random Reporter)

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Article Review: Directions Number off 1-5 Everyone reads introduction 1’s read “Key Features” 2’s read “Balancing Key Differences” 3’s read “Research on Effects” 4’s read “Research on Current Practice” 5’s read “The Future” Be prepared to be called on as a random

reporter to share your reflections/summary of the introduction and section you reviewed.

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Formative Assessments

Black and Wiliam (1998) define formative assessment broadly to include instructional formats that teachers utilize in order to get information. When this information is used diagnostically to alter instructional practices, it can have a direct impact on student learning and achievement.

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Formative Assessments Classroom based

Can consist of:A. formal (instruments) B. informal (observations)C. Both formal and informal

Results should be used to shape teaching and learning A. adapt instructional practicesB. meet individual student needs C. provide individual students corrective feedback D. "reach" set goals and targetsE. All of the Above

Formal Formative Assessments

Examples

Quiz Essay with Scoring Rubric Weekly Chapter Test Ticket out Door if teacher collects for formal

analysis

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Sharing Learning Intentions

Questioning

Feedback

Self & Peer Assessment11

Informal Formative Assessment

Sharing Learning Intentions

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Informal Formative Assessment

Intro to Sharing Learning Intentions

Watch Clip

Jot down one thing you already know about learning objectives and one thing you learned from the clip.

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Sharing Learning Intentions

Review Handout 1.2.1 -- What makes a good learning intention.

Question: How are we doing with regard to sharing learning intentions?

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Sharing Learning Intentions

Individually read 1.2.3 – “Some ways to find out what my students really learned.”

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Find the Fib

Learning intentions should be important, clear, and student-friendly.

Learning intentions are synonymous with PA anchors and standards.

Students do better when they construct their own test questions and answers .

(Handout 1.2.3)

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Sharing Learning Intentions

Questioning

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Informal Formative Assessment

Questioning

Watch Wiliam Clip

Question for the Group: What does the research currently suggest about where the level of questioning falls on Bloom’s as it relates to current questioning practices?

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Research on Questioning

Based upon a number of studies and analysis of teacher questioning practices, approximately 80% of teacher questions ask surface thinking questions. 60% Factual Recall Questions 20% Procedural Questions 20% Higher Level Reasoning Questions

(Airasian, 1991; Barnette, Walsh, Orletsky, & Sattes, 1995; Gall, 1984; Kloss, 1988)

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Questioning

Review Questioning Techniques from Handout 1.3.2. Discuss how you would assist teachers with the process of developing improved questioning techniques.

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Sharing Learning Intentions

Questioning

Feedback

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Informal Formative Assessment

Providing Feedback

Watch Wiliam Clip

Question: While watching the video, what really made me think was…

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Providing Feedback

Individually review Handout 1.4.1

Question for small group discussion: How do the techniques on Handout 1.4.1 compare with current feedback techniques that you have observed?

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Sharing Learning Intentions

Questioning

Feedback

Self & Peer Assessment24

Informal Formative Assessment

Self and Peer Assessment

Individually review Handouts 1.8.1 and1.5.2

Discuss with a partner a self and peer assessment technique that you think teachers would be interested in implementing.

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Quiz

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Sharing Learning Intentions

Questioning

Feedback

Self & Peer Assessment27

Check Your Answers

It’s Available for Coaches…

Leahy, S., & Wiliam, D. (2009). Embedding Formative Assessment: A Professional Development Pack for Schools. Specialist Schools and Academies Trust. The Schools Network. PLTeam@ssatrust.org.uk.

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Learning Matters!

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The research indicates that improving learning through assessment depends on five, deceptively simple, key factors:

 the provision of effective feedback to pupils; the active involvement of pupils in their own learning; adjusting teaching to take account of the results of

assessment; a recognition of the profound influence assessment has

on the motivation and self-esteem of pupils, both of which are crucial influences on learning;

the need for pupils to be able to assess themselves and understand how to improve.

Black, P. & Wiliam, D. 1999. Assessment for Learning: Beyond the Black Box, Assessment Reform Group, University of Cambridge, School of Education

Reflecting on Today’s Goals

Explore the what and why of formative assessment

Establish the relationship between instruction and formative assessment

Review 5 key strategies and techniques

Brief review of “Embedding Formative Assessment” CD-ROM tool (Dylan Wiliam)

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Edward G. Rendell Gerald L. Zahorchak, D.Ed. Governor Secretary

Diane Castelbuono, Deputy SecretaryOffice of Elementary and Secondary Education

John J. Tommassini, DirectorBureau of Special Education

Bureau of Special EducationPennsylvania Training and Technical Assistance Network