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PA’s Standards Aligned System
(SAS): A Focus on Formative
Assessment
Dr. Jennifer Lillenstein, Educational Consultant ([email protected])
Pennsylvania Training and Technical Assistance Network (PaTTAN)
PA Institute for Instructional Coaching
January 26, 2010/State College, PA
Session Goals for
Today
• Explore the what and why of formative assessment
• Establish the relationship between instruction and formative assessment
• Review 5 key strategies and techniques
• Brief review of “Embedding Formative Assessment” CD-ROM tool (Dylan Wiliam)
Standards Aligned System (SAS)
The Pennsylvania Standards Aligned Systems (SAS) is a comprehensive
framework that was developed based upon high-quality research
and practice.
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Fair assessments aligned to PA standards.
Summative
FormativeBenchmark
Diagnostic
Clear Standards
FairAssessments
Instruction
Materials & Resources
Interventions
StudentAchievement
Curriculum Framework
Standards Aligned System (SAS) Fair Assessments
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Formative Assessment
A Focus on
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Defining Formative Assessment
Selective Review from Article: “Assessment FOR Learning Defined,” (Stiggins, et. al. 2005)
Share with whole group (Random Reporter)
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Article Review: Directions Number off 1-5 Everyone reads introduction 1’s read “Key Features” 2’s read “Balancing Key Differences” 3’s read “Research on Effects” 4’s read “Research on Current Practice” 5’s read “The Future” Be prepared to be called on as a random
reporter to share your reflections/summary of the introduction and section you reviewed.
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Formative Assessments
Black and Wiliam (1998) define formative assessment broadly to include instructional formats that teachers utilize in order to get information. When this information is used diagnostically to alter instructional practices, it can have a direct impact on student learning and achievement.
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Formative Assessments Classroom based
Can consist of:A. formal (instruments)
B. informal (observations)
C. Both formal and informal
Results should be used to shape teaching and learning A. adapt instructional practices
B. meet individual student needs
C. provide individual students corrective feedback
D. "reach" set goals and targets
E. All of the Above
Formal Formative Assessments
Examples
Quiz Essay with Scoring Rubric Weekly Chapter Test Ticket out Door if teacher collects for formal
analysis
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Sharing Learning Intentions
Questioning
Feedback
Self & Peer Assessment
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Informal Formative Assessment
Sharing Learning Intentions
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Informal Formative Assessment
Intro to Sharing Learning Intentions
Watch Clip
Jot down one thing you already know about learning objectives and one thing you learned from the clip.
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Sharing Learning Intentions
Review Handout 1.2.1 -- What makes a good learning intention.
Question: How are we doing with regard to sharing learning intentions?
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Sharing Learning Intentions
Individually read 1.2.3 – “Some ways to find out what my students really learned.”
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Find the Fib
Learning intentions should be important, clear, and student-friendly.
Learning intentions are synonymous with PA anchors and standards.
Students do better when they construct their own test questions and answers .
(Handout 1.2.3)
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Sharing Learning Intentions
Questioning
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Informal Formative Assessment
Questioning
Watch Wiliam Clip
Question for the Group: What does the research currently suggest about where the level of questioning falls on Bloom’s as it relates to current questioning practices?
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Research on Questioning
Based upon a number of studies and analysis of teacher questioning practices, approximately 80% of teacher questions ask surface thinking questions. 60% Factual Recall Questions 20% Procedural Questions 20% Higher Level Reasoning Questions
(Airasian, 1991; Barnette, Walsh, Orletsky, & Sattes, 1995; Gall, 1984; Kloss, 1988)
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Questioning
Review Questioning Techniques from Handout 1.3.2. Discuss how you would assist teachers with the process of developing improved questioning techniques.
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Sharing Learning Intentions
Questioning
Feedback
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Informal Formative Assessment
Providing Feedback
Watch Wiliam Clip
Question: While watching the video, what really made me think was…
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Providing Feedback
Individually review Handout 1.4.1
Question for small group discussion: How do the techniques on Handout 1.4.1 compare with current feedback techniques that you have observed?
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Sharing Learning Intentions
Questioning
Feedback
Self & Peer Assessment
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Informal Formative Assessment
Self and Peer Assessment
Individually review Handouts 1.8.1 and1.5.2
Discuss with a partner a self and peer assessment technique that you think teachers would be interested in implementing.
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Quiz
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Sharing Learning Intentions
Questioning
Feedback
Self & Peer Assessment
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Check Your Answers
It’s Available for Coaches…
Leahy, S., & Wiliam, D. (2009). Embedding Formative Assessment: A Professional Development Pack for Schools. Specialist Schools and Academies Trust. The Schools Network. [email protected].
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Learning Matters!
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The research indicates that improving learning through assessment depends on five, deceptively simple, key factors:
the provision of effective feedback to pupils; the active involvement of pupils in their own learning; adjusting teaching to take account of the results of
assessment; a recognition of the profound influence assessment has
on the motivation and self-esteem of pupils, both of which are crucial influences on learning;
the need for pupils to be able to assess themselves and understand how to improve.
Black, P. & Wiliam, D. 1999. Assessment for Learning: Beyond the Black Box, Assessment Reform Group, University of Cambridge, School of Education
Reflecting on Today’s Goals
Explore the what and why of formative assessment
Establish the relationship between instruction and formative assessment
Review 5 key strategies and techniques
Brief review of “Embedding Formative Assessment” CD-ROM tool (Dylan Wiliam)
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Edward G. Rendell Gerald L. Zahorchak, D.Ed. Governor Secretary
Diane Castelbuono, Deputy SecretaryOffice of Elementary and Secondary Education
John J. Tommassini, DirectorBureau of Special Education
Bureau of Special EducationPennsylvania Training and Technical Assistance Network
