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Session Objectives Gain a deeper understanding of formative assessment Practice identifying formative assessment in classroom practice
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Conditions of Learning Symposium
January 28, 2016 | San Ramon, CA
Margaret Heritage
Formative Assessment: Supporting Achievement of College and Career Ready
Standards
Session Objectives
Gain a deeper understanding of formative assessment
Practice identifying formative assessment in classroom practice
Comfort zonelllllllllllComfort zone
Learning zone
Panic zone
Source: Colvin, 2009
Builds on prior
knowledgeWhat
students can do next with assistance
DEFINITIONAL CLARITY
Discussion
Read the definitions on Handout 1.
On your own, decide what are three key ideas about formative assessment.
With a partner, discuss why you made these selections.
Formative Assessment Is….
Formative Assessment Is Not….
generating evidence intentionally in the course of continuous teaching and learning, engagement with learners through observation, discussion, questioning, and review and analysis of tasks/work
giving a test at the end of an instructional cycle or on a predetermined basis (e.g., quarterly, annually)
gauging how student learning is progressing while students are in the process of learning
evaluating student achievement at the end of a sequence of learning
using evidence to inform immediate or near-immediate teaching and learning
using test data to make decisions about medium- and long-term instructional/curricular plans
Formative Assessment Is….
Formative Assessment Is Not….
providing ongoing descriptive feedback to learners
assigning grades /reporting achievement
involving students in the assessment process through peer and self-assessment
telling students the results of a test
ASSESSMENT IN CA’s ELA/ELD FAMEWORK
One Size Does Not Fit All
Different Levels of Detail
Quarterly
Annual
Minute-by-minute, Daily, Weekly
End-of-Unit
Assessment in the System
Formative assessment process
Interim/Benchmark assessment Summative assessment
(CDE ELA/ELD Curriculum Framework, 2014, adapted from Herman & Heritage, 2007)
• Extended periods of instruction
• Long-term goals
Assessment Cycles (Wiliam, 2006)
• Interim goals• Monitoring progress• What has been
learned
Assessment Cycles (Wiliam, 2006)
• Short-term goals• Informing immediate
teaching and learning
Assessment Cycles (Wiliam, 2006)
Cycle Methods Information Uses/Actions
Minute-by-minute
-Observation -Questions (teachers and students)-Instructional tasks-Student discussions-Written work/ representations
-Students’ current learning
status, relative difficulties and
misunderstandings, emerging or
partially formed ideas, full
understanding
-Keep going, stop and find out
more, provide oral feedback to
individuals, adjust instructional
moves in relation to student
learning status (e.g., act on
“teachable moments”)
Daily Lesson Planned and placed strategically in
the lesson: -Observation, -Questions (teachers and students)-Instructional tasks-Student discussions-Written work/ representations -Student self-reflection (quick write)
-Students’ current learning
status, relative difficulties and
misunderstandings, emerging or
partially formed ideas, full
understanding
-Continue with planned
instruction-Instructional adjustments in
this or the next lesson-Find out more-Feedback to class or
individual students (oral or
written)
Week -Student discussions and work
products-Student self-reflection (e.g.,
journaling)
-Students’ current learning status
relative to lesson learning goals
(e.g., have students met the
goal(s), are they nearly there?
-Instructional planning for start
of new week-Feedback to students (oral or
written)
Types and uses of Assessment: Short-Cycle Formative
CA ELA/ELD Framework, Fig. 8.3
A FEEDBACK LOOP
A Feedback Loop
A CLOSER LOOK AT THE FEEDBACK LOOP
A Feedback Loop
Learning Goals• What students will learn
(not what they will do) during a lesson – one or more periods of learning
• Conceptual, Analytic, Linguistic
Success Criteria• Performances of
learning• Clearly understood by
students• Aligned to learning
goal(s)• What students will say,
do, make or write
Spot the Difference
InterpersonalLearning Goal Learning Experience
Understand the chronicle of events that led up to the internment of Japanese-Americans in 1942 and the causal relationships among these events
Create a timeline of the events leading up to the history of Japanese-American Internment
Understand how authors use archetypes to help us quickly recognize characters
Read two texts and identify which author uses an archetype and which author uses a stereotype
Use graphical representations to analyze exponential functions
Explore what happens to the graph of the function, f(x) = ax when the value of a changes
6th Grade Math
Learning GoalsUnderstand the structure
of a coordinate grid
Relate the procedure of plotting points in
quadrants to the structure of a coordinate grid
I can talk & write about plotting points on a coordinate grid using mathematical language
I can plot and label points in each quadrant on a coordinate gridI can create a rule about coordinate for each quadrant
Success Criteria
7th Grade Integrated ELD
Learning GoalsI am able to discuss the perspectives that are missing from a secondary source text about the Spanish Conquistadors’ exploration of Mexico
I can explain the historicalevent
I can explain the main participants in that event
I can identify the perspective from which the text is written and explain how I know that
I can explain which perspective are missing and how I know that
Success Criteria
Source: MCOE
Co-Constructing Criteria
A Feedback Loop
Aligned to learning
goals and success criteria
A Feedback Loop
Evidence in the ongoing
flow of activity and interaction
in the classroom
A Feedback Loop
QuestioningDiscussion
TasksObservation
Peer feedback
Evidence of Each
Conceptual
LinguisticAnalytical
What am I looking for?What am I listening for?
What am I looking for?What am I listening for?
What am I looking for?What am I listening for?
Learning Goal
• Set-upUse multiplication and division to
solve problemsRicardo has 1,135 US stamps. He
has 3 times as many foreign stamps as US stamps. How many stamps does he have altogether?
Success Criteria
• Set-upI can determine when and how to break a problem into simpler partsI can explain what the problem is
asking me to doI can explain the relationship
between multiplication and division
Discussion
How is this teacher eliciting evidence?
What does she find out?
What routinized practices are in place?
Start of Lesson Middle of Lesson End of Lesson
Strategy: Vocabulary “Whip Around” to elicit prior knowledge and see how students understand the concept
Opening Question:What comes to mind when you think of coordinate graphing?
Success Criteria:Targeted vocabulary use: origin, x-axis, y-axis, coordinates, quadrant (SC1)
Strategy: Walk coordinates to label each location on large graph (SC2)
Describe the process verbally using correct vocabulary (SC1)
StrategyPlot and label points in four quadrants to individually-design a fictional town “Robertsville” (SC1, SC2)
Strategy: Generalize quadrant locations for set of coordinates verbally and in writing-cooperative groups (SC3)
Strategy: Chart created rules for each quadrant & gallery walk (SC3)
StrategyReflection-self assessment (SC1, SC2, SC3)
6th Grade Math
Primary Math - PrimaryConferencing Notes--Observations of sentence structure-Sentence structure modeled-Student response to modeling
Small group discussion
Math Talk
Peer feedback
Self-Assessment
Heritage, 2010
Self-Assessment: Goal Setting
Goals for Today as a Reader: Make predictions of what’s going to happen next. Goals for Today
as a Reader:Get through the tricky spots.
Self-Assessment : Student Log
• What was successful about your learning today?
• What difficulties or problems did you encounter in your learning?
• How did you manage those difficulties? Were you successful? If not, what plans do you have for dealing with them in the next lesson? Whom do you need help from?
Discussion
How are these students involved in self-assessment?
What routinized practices are in place?
Interpret evidence in relation to goal and success criteria
How to Get There?
•Continuing with the planned lesson
•Immediate deliberate acts of teaching (modeling, questioning, explaining, prompting, telling)
•Planning instruction for subsequent lesson
•Feedback
• Be related to learning goals and success criteria
• Be specific and clear• Provide the learner with
suggestions, hints or cues for how to improve rather than correct answers
• Focus on the task and not on the student
• Engage students’ thinking
Feedback Should…
Feedback• Feedback is only formative if it
is USED by students
• Teachers must allow TIME for students to use feedback
• Using feedback helps students develop LEARNING STRATEGIES
Discussion
As you watch the video, what do you notice about the characteristics of this teacher’s feedback to her student?
What role is the student playing in this interaction?
Peer Feedback
Peer Feedback• Benefits giver as much as receiver
• Students internalize learning goal
• Gain insights into own learning
• Helps self-assessment
• Modeled and supported by teacher
Peer FeedbackStudents analyze the work of others, provide feedback on what they are doing well and determine potential next steps based on their observations.
Peer Feedback
Interactive
Ongoing
Reference for future thinking and learning
Discussion
As you watch the video, what do you notice about the characteristics of the students’ feedback?
What routinized practices are in place?
“Formative assessment has not only changed me as a teacher but I believe it has changed
the students as learners.”
Sharon
Heritage, 2010, p. 5
• I used to do a lot of explaining, but now I do a lot of questioning.
• I used to do a lot of talking, but now I do a lot of listening.
• I use to think about teaching the curriculum, but now I think about teaching the student.
Shawn
Heritage, 2010, p. 4
Thank You!