Formative Assessment Follow up #1: Planning for Assessment Jeanette Grisham Adrienne Somera NWESD

Formative AssessmentFollow up #1: Planning for

Assessment

Jeanette GrishamAdrienne Somera

NWESD

Introductions

Learn how to plan for the implementation of

formative assessment strategies and techniques

in your classroom

Practice in a classroom is formative to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers, to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the evidence that was elicited.

~Black and Wiliam

Formative AssessmentFive Key Strategies

Formative AssessmentFive Key Strategies

Progressing Toward a Standard

“A learning progression is a sequenced set of subskills and enabling knowledge that, it is believed, students must master en route to mastering a more remote curricular aim.”

-Popham 2008

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Acquire a thorough understanding of the target curricular aim.

Identify all requisite precursory sub-skills and bodies of enabling knowledge.

Determine whether it’s possible to measure students’ status with respect to each preliminarily identified building block.

Arrange all building blocks in a structurally defensible sequence.

Zooming in on a building block

Building Block 1

Building block 2

Building block 3

Unit Target

Planning for daily formative assessment

Examples

Learning Progressions to Planning

One Process

Targets

Formative Assessment lesson planning template

Unit:

Standard/Performance Expectation(s)

Building Block Objective/Learning Target

Common Misconceptions:

Communication Technique

Elicitation Activity*

Topic introduction/lesson Activities

Formative Task or question* Designed to elicit student misconception(s) Formative Technique Adjustment Trigger What level of student performance will necessitate an instructional adjustment?

Plan to share targets with students

•Student friendly language

•Communication technique

note common misconceptions?

1st Grade MathLearning Expectation: 1.1.E Write, compare, and order numbers to 120.

Building Block: Compare numbers to 120 using greater than, less than, greatest,

least, equal to.

Misconception:• Using the incorrect vocabulary, i.e. greater with more than 2

numbers• Magnitude of number is unclear (place value understanding is

not emerging)

K-1 Science

Learning Expectation:K-1 LS3B: There are many different types of living things on

earth. Many of them are classified as plants or animals

Building Block: Correctly classify living things as animals

Misconception:• “Animal” only refers to large terrestrial mammals• Humans are not thought of as animals• Insects, birds and fish are seen as alternatives to animals

rather than subsets of animals

How do you know?

Where do you find the common misconceptions for your content?

Skip lesson activities plan for now


Unit:








Formative Task*


Unit:








Designing classroom activities that elicit evidence of students’ learning

Adjustment Trigger

Plan for adjustments

Instructional Adjustment (if needed) Tied to common misconception(s)

Lesson Closure*

Anticipate students will be in different places

Possible Strategy: Expose children to animals that are familiar to them, but take care not to limit the experiences to only vertebrates

Common Misconception: “Animal” only refers to large terrestrial mammals

OK…now you can plan the lesson…


Unit:








Closure

Instructional Adjustment (if needed) Tied to common misconception(s)

Lesson Closure*

Create or revisit your Learning Progression

My Learning Progression

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Choose a building block and design a lesson using the lesson template

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Unit: Classifying Plants and Animals

Learning Expectation: K-1 LS3B: There are many different types of living things on earth. Many of them are classified as plants or animals

Building Block Objective/Learning Target : Correctly classify living things as animals or non-animals Student friendly language: I can correctly tell whether a living thing is a an animal or not

Common Misconceptions: • “Animal” only refers to large terrestrial mammals • Humans are not thought of as animals • Insects, birds and fish are seen as alternatives to

animals rather than subsets of animals

Introductory Lesson Plan:

Formative Task/question: Question: Is it an animal? Students identify animals include large mammals as well as animals that fall into categories commonly mislabeled such as: human, reptiles or amphibians, birds, insects or other invertebrates. Formative Technique

Card sort: students sort cards into group of animal/not an animal; they then describe the “rule” that they used to sort their animals. Listen for misconceptions in their sorting rules.

Give cards with pictures of Animals: Cow, dog, human, chicken, worm, tiger, shark, sea star, spider, snail, whale, frog, bear Non-animals: tree, flower, grass

Adjustment Trigger What level of student performance will necessitate an instructional adjustment?

85% of students will correctly identify all of the animals when sorting the cards

Instructional Adjustment If students are sorting only large terrestrial mammals as animals: Use a “concept attainment” activity with the students. Begin with commonly accepted animals but then introduce non -

vertebrate animals as examples, challenge the students to identify the characteristics of that they have in common. Post the final class characteristic list on the wall and have students refer to it during discussion.

If students are not identifying humans as animals: Go back to the class list of animal characteristics and have a class discussion about whether a human meets those

criteria, look for students to correctly apply the characteristics of animals to humans. If the struggle seems due to a cultural or religious belief, engage the class in a discussion about words that scientists

use differently than they are used in every-day speech. Provide students with example uses of the word (ex: “no animals allowed” signs on store windows) and challenge students to think about whether the term is being used in a scientific or common way.

If students are struggling with seeing Insects, birds and fish as alternatives to animals rather than subsets of animals

Provide multiple additional opportunities to classify a variety of animals, be sure to call specific attention to those animals that challenge the common definition.

Talk with students about the hierarchical nature of classification. Sort animals into groups (birds, fish, insects) within the larger “animal” group. Talk as a class about how something can be both a fish and an animal. Ask students to classify groups of living things as plants or animals.

Help Cups:Green- I’m goodYellow-Check in with me when you get a minuteRed- HELP ME NOW!

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How might this type of intentional planning for formative assessment be a

useful piece of your regular practice?

Jeanette Grisham [email protected] Somera [email protected]

Documents

Formative Assessment Follow up #1: Planning for Assessment Jeanette Grisham Adrienne Somera NWESD