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Select Your Candy Corner

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Welcome to Effective Instruction Day 2!

• Visit the different posters.

• Place your dots on the continuum for each statement to reflect your use of feedback in the classroom.

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Formative Assessment: Feedback and

Checking for Understanding

Session 2In-Service Day PresentationNorth Penn School District

October 31, 2008

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Sharing Your Thoughts

• Table groups share your thoughts on how you assess Halloween candy.

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Sharing Your Work

• Table groups share out their formative assessments tried since session one. What worked and how do you know? What challenges occurred and how did

you overcome them? How did you use this assessment to

adjust your instruction?

Let’s hear what worked for you!

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Today’s Objectives

• Understand the role of feedback in formative assessment

• Know the criteria for effective feedback that affects learning

• Create a plan for checking for understanding and providing feedback in a content area

• Deepen our understanding of CIA

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Formative Assessment: Why?

“… students taught by teachers who used assessment for learning achieved in six or seven months what would otherwise have taken a year…”

- Dylan Wiliam

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Checking for Understanding:

Why?

“… knowing that six or seven students understand is not the same as knowing that 32 do…”

- Fisher and Frey, Checking for Understanding

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Think -Write -Pair -Share

• What are the differences between active participation and formative assessment?

• What is the difference between spontaneous formative assessment and planned formative assessment?

• Think-Write-Pair-Share

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Formative Assessment Definition

• 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.

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Group Challenge!!

Select a group member to complete

a mystery task.

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Role Play: CIAWhat data did you COLLECT as you watched the activity?

How did you INTERPRET that information?

How did you ACT to improve the chances of success?

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Reflection• Think about these prompts in order

to respond to the final question. When do you provide feedback to

your students?What kind of feedback do you

typically provide?What is your feedback based upon?

• How does feedback impact your students’ learning or performance?

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PMI- Plus, Minus, Interesting

• Read “Feedback that Fits”

• Find a part that enriches your understanding. (+)

• Find a part that challenges your thinking about Feedback (-)

• Note a part that you find particularly interesting. (I)

• Think about how this could play out in your classroom.

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Providing Feedback

Implications for classroom use – feedback should be…

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Wrap-up: FeedbackWatch video clip and take note

of teacher feedback.

Karate Kid

Is the feedback specific? Timely? Criterion referenced?

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C

C I AOLLE

T

NT

CT

ERPRET

. NOUNONNE C TAKE THE

. . N C E

EX PT S T EN

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4 Steps to Check for Understanding

CIA “The only way to find out what

a student understands is to collect evidence of learning or understanding that you can use to convict them of learning…The time to do that is before the final assessment.”

Jay McTighe, 2006

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4 Steps to Check for Understanding

Collect

1. Generate a prompt--question, problem, discussion, performance—related to the learning goal and how you expect students to think and/or act.

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4 Steps to Check for Understanding

Collect

2. Engage all of the learners--Which methods do you use?

• On the handout check the methods you use. Add more if you can.

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4 Steps to Check for Understanding

Step 3: Interpret

Interpret the results deciding how to move the lesson forward

Monitor and AdjustOn Target Continue

Restate Me or a Student

Re-teach Dig Deeper for More Information--Another Question, Modality, Problem

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4 Steps to Check for Understanding

Step 4: ACTA Announce your thinking

C Connect the feedback to the student’s effort and result

T Take the next step

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ACT Feedback

• Announce your thinking (Metacognition)

• Connect student effort and result and/or what worked and why Feedback that is timely, specific and

helps student see the relationship between their efforts and the products, thinking, performances they produce

• Take the next step that moves the learning forward

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4 Steps to Check for Understanding

Step 4: ACT

“To be formative, assessment must include a recipe for future action…the goal is for the learner to use the information to make improvements.

Dylan Wiliam, 2004

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ACT Feedback—3 Examples

Interpret Results

Feedback to Promote Action

On Target “You are all right on target. A neighborhood is a place where people live, play and work together. Good job focusing this afternoon. Stick with me

now as we do this last part.”

Restate “Some of you have forgotten to use the factoring rules we reviewed at the beginning of class resulting in incomplete or incorrect answers. Listen to Julia as she explains number 9 and be ready to tell me what factoring rules

apply to this problem.”

Reteach “Many of you are confusing the present tense with the past tense when you are conjugating these verbs. Look up here as I review the three areas that distinguish the two tenses. Then we’ll return to this work.”

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ACT Feedback

Interpret Results

Feedback to Promote Action

On Target “You are all right on target. A neighborhood is a place where people live, play and work together. Good job focusing this afternoon. Stick with me now as we do this last part.”

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ACT Feedback

Interpret Results

Feedback to Promote Action

Restate “Some of you have forgotten to use the factoring rules we reviewed at the beginning of class resulting in incomplete or incorrect answers. Listen to Julia as she explains number 9 and be ready to tell me what factoring rules apply to this problem.”

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ACT Feedback

Interpret Results

Feedback to Promote Action

Reteach “Many of you are confusing the present tense with the past tense when you are conjugating these verbs. Look up here as I review the three areas that distinguish the two tenses. Then we’ll return to this work.”

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ACT

What are some things you may do when some students get it and some do not?

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Application Time

•Use Template in your packet to develop one or two methods to check for understanding.

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Resources to Support Your Application

• www.npformative.wikispaces.com

• U drive effective instruction folder ASCD DI Tool Kit ASCD Formative Assessment Templates Checking for Understanding Strategies

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To Do Between now and Next Time…• Use the checking for understanding

template and feedback PMI summary sheet.

• Reflect on how this use informed your instruction. What worked and how do you know? What challenges occurred and how did

you overcome them? How did you use this assessment to

adjust your instruction? What questions do you have?

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Self Assessment

• Please refer to the Pink Assessment card and mark your comfort level with a number “2” to indicate your knowledge or skill after this session.

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3-2-1 FeedbackOn an index card please write…

• 3 Concepts that today’s session validated from your prior understanding.

• 2 Ideas that you will use in the classroom.

• 1 Question you still have.

Place these cards on the desk near the door.