Assessment for Learning

Today’s Essential Questions

• What is formative assessment?• How does the nature of feedback impact

teaching and learning? • How can I plan to support assessment for

learning in my own classroom?• And how does formative assessment connect

to the NCNSP Design Principles?

Formative Assessment Strategies

• Share learning intentions and criteria

• Elicit student thinking and evidence of understanding

• Provide feedback that moves students forward

• Engage students in peer- and self-assessment

• Use summative tests formatively

Formative Assessment – What do you know? What

do you want to know?

Formative Assessment

Using evidence of student learning

to adapt teaching and learning to meet student needs.

~Dylan Wiliam

A General Model

• What do we want students to know and be able to do? (Standards)

• What do students know? What can they do? (Assessment)

• How do we move from here to there? (FORMATIVE ASSESSMENT)

Formative Assessment Strategies

• Share learning intentions and criteria

• Elicit student thinking and evidence of understanding

• Provide feedback that moves students forward

• Engage students in peer- and self-assessment

• Use summative tests formatively

A General Model

• What do we want students to know and be able to do? (Standards)

• What do students know? What can they do? (Assessment)

• How do we move from here to there? (FORMATIVE ASSESSMENT)

Sharing Learning Intentions

“Essential Questions”

What is the triangle inequality theorem?

New Essential Questions

• What is the triangle inequality theorem?

VS.

• What is the relationship between the side lengths of any triangle?

• Can any three side lengths be used to form a triangle? Why or why not?

Eliciting Student Thinking & Evidence of

Understanding A rectangle has a perimeter of 80m. The length of the rectangle is 20m

more than its width. What are the dimensions of the

rectangle?

Is that the only solution? How do you know?

Opening Questions Up to Probe for Understanding• Does everyone understand the

method of elimination?

VS.

• When is using elimination more advantageous than other methods?

• Why does elimination yield a solution?

Opening Questions Up to Probe for Understanding• What battle was the turning point of

the War for Independence?

VS.

• Explain the reasons why the Battle of Saratoga was a turning point in the War for Independence?

Opening Questions Up to Probe for Understanding• What are the phases of mitosis?

VS.

• Explain the process of mitosis and why it is essential to life?

Opening Questions Up to Probe for Understanding• What is the next step?

VS.

• What could you do next and why? • How could you proceed from here?• How do you know the solution you

get from elimination is a solution to both equations?

Opening Questions Up to Probe for Understanding

• Is this statement true or false?

VS.

• When is this statement true? When is it false?

• How do you know?

Opening Questions Up to Probe for Understanding

• Does anyone have any questions about what we did today?

VS.

• What are some good questions to ask about what we discussed today?

Feedback that Moves Students Forward

• How do we typically provide feedback?

• Does it move students forward?

• What the research suggests

(each teacher bring in one sample of feedback given to students)

Evaluating Comments

A. Show your work.

B. What does slope mean? What does your answer describe?

C. You confused slope and y-intercept. Slope = Δy/Δx

D. Incorrect. Check your work.

Key Features ofEffective Comments

• Comments should identify what has been done well and what still needs improvement

• Comments should further provide guidance on how to make that improvement

• Instruction should provide opportunities for students to follow up on comments

• (Analyze work)

Feedback that Moves Students Forward

• Work your assigned problem, as you would ideally want your students to respond. (Explain How? Justify How do you know? or Why?)

• Read student responses on reverse.

• Rather than correct the student responses, write questions to elicit improved responses.

• Think-write-share

Homework (for Follow Up)

• What techniques have you been using to give feedback?

• Bring samples of feedback to students • What feedback moved students

forward? How do you know? • Be prepared to share.

What Is Powerful Teaching and Learning?

• All teachers adopt a common instructional framework based on best practice to ensure a coherent and consistent student learning experience

• Teachers routinely use formative assessment data to make instructional decisions

• Collaboration and discussion among students is pervasive

• Each student internalizes common standards through the use of exemplars and rubrics

• Each student reflects on learning and demonstrates growth through portfolios or other performance-based assessment

Connecting Elements of Powerful Teaching and

Learning• Select an indicator of Powerful Teaching

and Learning• How is your indicator…

– informed by formative assessment?– supported by formative assessment?

Essential Questions

• How does the nature of feedback impact teaching and learning?

• How can I plan to support assessment for learning in my own classroom?

• And how does formative assessment connect to the NCNSP Design Principle of Powerful Teaching and Learning?

K-W-L-H

• What do you still want to know?

• What have you learned?

• How might we learn more?