Slide 1
PAs 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
CoachingJanuary 26, 2010/State College, PA
1Session 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)
Review session goals 1 minute2Standards Aligned System (SAS)
The Pennsylvania Standards Aligned Systems (SAS) is a
comprehensive framework that was developed based upon high-quality
research and practice.
33SAS is a comprehensive school improvement framework if each of
the SAS circles is implemented well and simultaneously, substantive
SI enhanced student outcomes is very likely. Those six common
elements as you recall include Clear Standards, Fair Assessments,
Curriculum Framework, Instruction, Materials and Resources, and
Interventions.
1 minute
3Fair assessments aligned to PA standards.
SummativeFormativeBenchmarkDiagnostic
Clear StandardsFairAssessmentsInstructionMaterials &
ResourcesInterventionsStudentAchievement
Curriculum FrameworkStandards Aligned System (SAS) Fair
Assessments443 minutes
Today, we will be focused on one of those circles the assessment
circle, specifically formative assessment.
***We cant teach what we dont assess and we cant assess what we
dont teach.
Assessment targets our efforts and helps us to know whether we
are on course to achieve our goals with students.
At one time, assessment was only about evaluation and
establishing grades. Today, we understand that assessment has many
lenses, each with a separate purpose that provides important yet
different information about student learning.
As you know, the Fair Assessment Circle includes 4 types of
assessment:
Summative Assessment: seeks to make an overall judgment of
progress made at the end of a defined period of instruction. They
occur at the end of a school level, grade, or coursed, or are
administered at certain grades for purposes of state or local
accountability. These are considered high-stakes assessments and
the results are often used in conjunction with No Child Left Behind
(NCLB) and Adequate Yearly Progress (AYP). They are designed to
produce clear data on the students accomplishments at key points in
his or her academic career. The PSSA is a summative assessment.
PVAAS is an analysis of summative assessment data.
Formative Assessment: SKIP for now.
Benchmark Assessments: provide us with feedback on how students
are doing relative to established benchmarks or grade level
expectations. 4Sight and DIBELS are examples of benchmark
assessments.
Diagnostic Assessments: are used to identify significant and
specific skill strengths and areas of need. The results of
diagnostic tests should help us to determine root cause and develop
effective instructional and intervention plans. Examples of
diagnostic assessments are: the GRADE and the GMADE and the CTOPP
are examples of diagnostic instruments.
Formative AssessmentA Focus on5
Formative Assessment is classroom based assessment that allows
teachers to monitor and adjust their instructional practice in
order to meet the individual needs of their students using both
formal or informal techniques and measures.
Article: Participants review Assessment for Learning Defined and
define the what and why of formative assessment practices
5Defining Formative AssessmentSelective Review from Article:
Assessment FOR Learning Defined, (Stiggins, et. al. 2005)
Share with whole group (Random Reporter)
65 minutes to read intro and assigned section and 10 minutes to
report out Use numbered heads and popsicle sticks for random
selection.6Article Review: DirectionsNumber off 1-5Everyone reads
introduction1s read Key Features2s read Balancing Key Differences3s
read Research on Effects4s read Research on Current Practice5s read
The FutureBe prepared to be called on as a random reporter to share
your reflections/summary of the introduction and section you
reviewed.7Call on a 1, 2, 3, 4 and 5 each person will summarize
intro section and their reflections from their section (1-key
features, 2-balancing differences, 3-research, 4-current practice,
and 5-future) in 1-2 minutes if called upon.
10 minutes total78Formative AssessmentsBlack 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.88Stated differently, ongoing formative assessment is
an integral part of effective instructional routines. Formative
assessment provides teachers with the information they need to
differentiate instruction and make adjustments to instructional
practice in order to meet the needs of individual students.
9Formative AssessmentsClassroom based
Can consist of:formal (instruments) informal (observations)Both
formal and informal
Results should be used to shape teaching and learning adapt
instructional practicesmeet individual student needs provide
individual students corrective feedback "reach" set goals and
targetsAll of the Above
99We know that effective teachers seamlessly integrate formative
assessment strategies into their daily instructional routines that
being said, there are many teachers out there who are interested in
refining these techniques or expanding their repertoire of tricks
particularly if the techniques foster student engagement and
ownership for learning.
.Formal Formative AssessmentsExamples
QuizEssay with Scoring RubricWeekly Chapter TestTicket out Door
if teacher collects for formal analysis10Explain that the bulk of
the presentation will focus on informal formative assessment
techniques but that we did want to provide examples of formal
formative assessments10
Sharing Learning Intentions
Questioning
Feedback
Self & Peer Assessment
11
Informal Formative AssessmentI mentioned that we would be
focusing on 5 key learning strategies they include sharing learning
intentions, questioning, feedback, self assessment and peer
assessment. We are going to review each of these and you will have
a chance to see some of the techniques that classroom teachers are
implementing and that you might further support them with
implementing.
11
Sharing Learning Intentions
12
Informal Formative AssessmentThe first key learning strategy is
sharing learning intentions or what we call sharing learning
objectives with our students.12Intro to Sharing Learning
IntentionsWatch Clip
Jot down one thing you already know about learning objectives
and one thing you learned from the clip.13
10 min
Embedding Formative Assessment CD-RomWiliam DVD AFL Film 5
Alt TAB13Sharing Learning IntentionsReview Handout 1.2.1 -- What
makes a good learning intention.Question: How are we doing with
regard to sharing learning intentions?
14While establishing clear, important, measurable student
learning objectives seems relatively straight forward, we know that
it is not always easy to develop good learning intentions or
implement them well in the classroom.14Sharing Learning
IntentionsIndividually read 1.2.3 Some ways to find out what my
students really learned.
15Teachers really like the techniques associated with this first
learning strategy.15Find the FibLearning 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)16Where is the Fib? Poll Audience as a
demonstration of formative assessment.
Learning intentions should be important, clear, and
student-friendly. -- TrueLearning intentions are synonymous with PA
anchors and standards. -- FibStudents do better when they construct
their own test questions and answers . -- True
16
Sharing Learning Intentions
Questioning
17
Informal Formative Assessment10 min
The next area of formative assessment we will cover is
questioning practices in classrooms.17QuestioningWatch Wiliam
Clip
Question for the Group: What does the research currently suggest
about where the level of questioning falls on Blooms as it relates
to current questioning practices?
18Video AFL Film 3
Handout New Blooms18Research on QuestioningBased upon a number
of studies and analysis of teacher questioning practices,
approximately 80% of teacher questions ask surface thinking
questions.60% Factual Recall Questions20% Procedural Questions20%
Higher Level Reasoning Questions
(Airasian, 1991; Barnette, Walsh, Orletsky, & Sattes, 1995;
Gall, 1984; Kloss, 1988)19Summarize current research on teacher
questioning practices19Questioning Review Questioning Techniques
from Handout 1.3.2. Discuss how you would assist teachers with the
process of developing improved questioning techniques.20
Distribute Handout 1.3.2New Blooms Handout
Provide formative assessment example of MS where teachers have
changed SSR and have a general higher order thinking question and
written response and are in process of developing a rubric and
inter-rater reliability to gauge summarization and writing skill
development over time 20
Sharing Learning Intentions
Questioning
Feedback
21
Informal Formative Assessment10 minutes
5 Key Learning Strategies Feedback21Providing FeedbackWatch
Wiliam Clip
Question: While watching the video, what really made me think
was22
Video AFL Film 422Providing 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?
23Distribute Handout 1.4.1
In many classrooms, we might see good job or short praise, but
the feedback isnt attached to anything. There may be little to no
feedback in some classrooms.23
Sharing Learning Intentions
Questioning
Feedback
Self & Peer Assessment
24
Informal Formative Assessment10 minutes
5 Key Learning Strategies Wiliams work and combined self and
peer assessment together.24Self and Peer AssessmentIndividually
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.
255 minutes to review techniques25Quiz26
Lets see if you remember which learning strategy these icons
correspond with.
Learning intentions
Questioning
Feedback
Peer and self-assessment26
Sharing Learning Intentions
Questioning
Feedback
Self & Peer Assessment
27
Check Your Answers27Its Available for CoachesLeahy, S., &
Wiliam, D. (2009). Embedding Formative Assessment: A Professional
Development Pack for Schools. Specialist Schools and Academies
Trust. The Schools Network. [email protected]
284 minutes
Theres a PowerPoint, video clips, and a structured agenda for
each 75 minute meeting. There are personal action plan sheets, peer
observation sheets, and supporting handouts.
28Learning Matters!29The 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
Summary29Reflecting on Todays GoalsExplore 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)3030 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 EducationBureau of
Special EducationPennsylvania Training and Technical Assistance
Network
