Formative Assessment Stiggins style From the work of Jan
Chappuiss Seven Strategies of Assessment for Learning
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Learning targets After viewing the PowerPoint: Teachers will be
able to describe the difference between a formative and summative
assessment. Teachers will be able to list the five conditions of a
solid formative assessment. Teachers will be able to describe the 7
strategies of Assessment for learning.
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Research indicates With proper use, formative assessments can
result in achievement gains in the range of 15-25 percentile points
or 2 to 4 grade equivalents.
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What is formative assessment really? Formative refers to what
the data is used for, not necessarily the instrument itself. For
something to be considered formative the data generated must be
used to adjust teaching and learning. Where do I go from here?
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So then, what does summative mean? Focus on the use againif the
use is solely for judgment about level of achievement or competence
it should be considered summative. Summative assessments are not
bad or wrong, they are just not formative. Labeling a summative
assessment as formative will not produce the large gains in student
learning we desire.
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1. The assessment item aligns directly with the content
standards to be measured. 2.All of the items match what has been
taught or will be taught The Five conditions needed for solid
formative assessments
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Conditions continued 3.Items provide information of sufficient
detail to pinpoint specific problems. Teachers will know what the
problem is and who has the problem. 4.Results are timely for action
to occur. 5.Teachers and students take action.
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Formative Assessment is for teachers and students
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Assessment for Learning from a students point of view Where am
I going? Where am I now? How can I close the gap?
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These strategies are not new.. What may be new is the
intentional use of these strategies.
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The 7 strategies of Assessment for Learning
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Where am I going? 1. Provide students with a clear and
understandable vision of the learning target 2. Use models of
strong and weak work
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Where am I now? 3. Offer regular and descriptive feedback 4.
Teach students to self assess and set goals
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How can I close the gap? 5. Design lessons to focus on one
learning target or aspect of quality at a time. 6. Teach students
focused revision. 7. Engage students in self reflection and let
them keep track of and share their learning.
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In summation The 7 strategies are not a recipe to be followed
step by step, but instead a compilation of practices that when
implemented well will increase students' efficacy and
achievement
