Setting the Stage for Formative Assessment · The School’s Role.” The guide includes tools to use with your professional learning group as you develop an implementation plan for

Setting the Stage for Formative Assessment

The School’s Role Webinar user’s guide Julie Park Haubner, PhD, NBCT

Sandy Chang, PhD, NBCT

September 2018

The Center on Standards and Assessment Implementation • csai-online.org | 2

Table of contents Thisuser’sguideisintendedtosupplementthewebinar,“SettingtheStageforFormativeAssessment:TheSchool’sRole.”Theguideincludestoolstousewithyourprofessionallearninggroupasyoudevelopanimplementationplanforformativeassessmentinyourschool.

3 PreviewDecidewhichofthiswebinar’slearninggoalsarerelevanttoyouandyourschool.

4 ClarifyAssessandrefineyourownunderstandingofformativeassessment.

9 EvaluateLearnhowtoidentifyevidenceofformativeassessmentpracticeinyourschool.

11 ActConsidersomeconcretestepsyoucantaketobeginorrefineyourschool’simplementationofformativeassessment.

13 Reflectandself-assessDidyoumakeprogresstowardyourlearninggoalsinawaythatwashelpful?Whatwillyoudonext?

14 References

The work reported herein was supported by grant number #S283B050022A between the U.S. Department of Education and WestEd with a subcontract to the National Center for Research on Evaluation, Standards, and Student Testing (CRESST). The findings and opinions expressed in this publication are those of the authors and do not necessarily reflect the positions or poli-cies of CRESST, WestEd, or the U.S. Department of Education.

The Center for Research on Evaluation, Standards, and Student Testing (CRESST) is a nationally renowned research center at the University of California, Los Angeles. CRESST has almost five decades of unsurpassed experience in helping states, school districts, and schools develop and align their assessment to measure increasingly rigorous standards.For more information about CREST, visit cresst.org.

Copyright © 2018 The Regents of the University of California. All rights reserved.


Setting the Stage for Formative Assessment: The School’s Role

Preview

Thelearninggoalsbelowareaddressedinthewebinar.Weencourageyoutofocusonlyonthose

conceptsthatarerelevanttoyou.Indicatebelowwhichgoalsareofmostinterest.Followingthe

webinar(and,ifapplicable,discussionwithyourcolleagues),indicatethegoalstowardwhichyoumade

someprogressorgainedmoreknowledgethanyouhadbefore.

#18Understandwhatformativeassessmentis.

BEFORE

THE WEBINAR AFTER

THE WEBINAR

Of great interest Of some interest Did you make

progress?

a. Definitionofformativeassessment

b. Formativeassessmentinacomprehensive

assessmentsystem

c. Elementsoftheformativeassessmentprocess

#28Learnhowschoolleaderscansupportformativeassessment.

BEFORE

THE WEBINAR AFTER

THE WEBINAR

Of great interest Of some interest Did you make

progress?

d. Self-assessmentofcurrentformativeassessment

practices

e. Schoolleadershiproles

f. Formativeassessmentresources



Clarify Whatisformativeassessment?

Whichofthesebestdescribesyourunderstandingofformativeassessment?

A. Formative assessments are strategies that teachers use to obtain information about students’ learning. Some examples are learning logs, exit tickets, questioning and discussion, conferencing, and rubrics.

B. Formative assessment provides teachers with early warning signals about

students who are falling behind and who may benefit from additional help prior to end-of-year testing. Formative assessment informs decisions about curricular adjustments and professional learning needs.

C. Formative assessment is a process used by students and teachers during

instruction to elicit and use evidence to improve understanding of intended learning outcomes and support students to become more self-directed learners.

D. Formative assessments are assignments, projects, or tests that provide

feedback to students about their achievement on a unit of study.



Clarify continued Whatisformativeassessment?

Theformativeassessmentprocessincludesestablishinglearninggoals,articulatingsuccesscriteria,

collectingandanalyzingevidenceoflearning,andadjustinginstructionbothduringandimmediately

afterthelesson.

Sometimestheterm“formativeassessment”isinaccuratelyusedtodescribetheactivitiesor

assessmenttasksthatelicitevidenceofstudentlearning.Thesemightlooklikequizzesorcheck-ins.

Theycanrangeincomplexityfroma“thumbsup/thumbsdown”toanexitsliptoaroughdraftofan

essay.Itiscommontofindlistsof“effectiveformativeassessments”thatdescribeavarietyofsuch

tasks.Thesetasksbythemselvesdonotconstitutetheformativeassessmentprocess.

Choice(A)isapartialdefinitionofformativeassessment.Itdescribestasksandtoolsthatteacherscan

usetogatherevidenceaboutstudents.Butwithoutrelevant,thoughtfullearninggoalsandclear,well-

communicatedsuccesscriteria,pedagogicallyresponsivechangestoinstruction,andactivestudent

engagement,thesetasksandtoolscanresultinirrelevantanddisconnecteddataaboutstudent

learning.✘Thisisthemostcommonmisconceptionaboutformativeassessment.

Choice(B)definesinterimassessments,whicharegivenafewtimesayearandmayresultinschool

programdecisionsthattypicallydonothaveimmediateeffectondailyinstruction.Formative

assessmentisimmediate,continuous,classroom-based,anddaily.

Choice(C)isasimplifiedrestatementoftheFASTSCASS*

definitionofformativeassessment.Formany

educators,theconceptofformativeassessmentasanin-depth,all-inclusiveinstructionalpracticethat

extendswellbeyondstrategiesandtoolsrequiresasignificantshiftinthinking.✓Thisisthecorrect

answer.

Choice(D)describesclassroomsummativeassessments.Thisoneisabittrickyinthattheseassessments

canbeformativeiftheyareusedtochangeinstructionimmediatelyaftertheyareadministeredandif

studentsreceivefeedbacktheycanusetoinfluencetheirlearningofthatcontent(e.g.,ifstudentsre-

writeorrevisetheirprojectafterreceivingfeedback).However,iftheyareonlyreceivingcomments

abouttheirachievementonthatunit,andtheclassmovesontoadifferentsetoflearninggoals,the

assessmentwasnotformativeinfunction.

* The Formative Assessment for Students and Teachers (FAST) State Collaborative on Assessment and Student Standards (SCASS)



Clarify KEY TERMS

Formativeassessmentisaplanned,ongoingprocessusedbyallstudentsandteachersduring

learningandteachingtoelicitanduseevidenceofstudentlearningtoimprovestudentunderstandingof

intendeddisciplinarylearningoutcomesandsupportstudentstobecomemoreself-directedlearners.

Council of Chief State School Officers (CCSSO) Formative Assessment for Students and Teachers (FAST)

State Collaborative on Assessment and Student Standards (SCASS)

Copyright © 2017 The Regents of the University of California

LearningGoalsdescribewhatstudentswilllearninalesson,statingclearlywhatlearningthe

studentwillunderstandorbeabletodobytheendofthelesson.LearningGoalsarewritteninlanguage

thatstudentscanunderstandsothattheycanmonitor,assess,andreflectontheirownlearning.

SuccessCriteriadescribewhatstudentswillsay,make,do,orwritetoindicateachievementofthe

LearningGoals.SuccessCriteriaarederivedfrom–andalignedto–LearningGoals,buttheyaremore

specific.WithSuccessCriteria,teachersshouldbeabletocompletethisfollowingstatement:Ifstudents

havelearnedx[LearningGoal],thentheywillbeabletodoa,b,c[SuccessCriteria].SuccessCriteriaarewritteninlanguagestudentscanunderstand.



Clarify KEY TERMS

EvidenceGathering&Analysisrefertoteachers’intentionalplanningofopportunitiestoelicit

evidenceofstudentlearningandusingthatevidencetoadjustinstructionduringorshortlyafterthe

lesson.Evidence-GatheringOpportunitiesarealignedtotheLearningGoalsandSuccessCriteria.

Evidence-gatheringopportunitiesincludeexaminingstudentwork,listeningtoandparticipatingin

classroomdiscussions,observingstudentpeerandself-assessment,andquestioningstudents.

PedagogicalActionistheteacher’sresponsetoevidenceofstudentlearning;theyareintendedto

nudgestudentlearningclosertotheLearningGoalsandSuccessCriteria.PedagogicalActionisbasedon

teachers’interpretationofreal-time(orasclosetoreal-time)evidencecollectedduringthelesson,and

respondtostudents’immediatelearningneeds.PedagogicalActioncanincludereviewing,modeling,

providingexamples,prompting,givingfeedback,telling,explaining,directing,orcontinuing,stopping,or

adjustingtheplannedlesson.Tobeeffective,thesemovesmustberelatedtotheLearningGoalsand

SuccessCriteria;bespecificandclear;providesuggestions,hints,orcuesratherthancorrectanswers;

andengagestudentsinthetask.

Peer&Self-AssessmentarespecifictypesofEvidence-GatheringOpportunitythatengage

studentsinthelearningandareacrucialelementoftheformativeassessmentprocess.Studentsshare

responsibilityformonitoringtheirprogresstowardthelesson’sLearningGoals.Studentsunderstand

anduseLearningGoalsandSuccessCriteriatoevaluatetheirownlearningandachievement.Teachers

supportandguidestudentsinPeerandSelf-Assessment.ForPeerAssessment,studentsneedtobe

taughttoevaluatetheworkofothersandofferconstructiveadvicetotheirpeers.Teachersplan

opportunitiesforPeerandSelf-Assessmenttoregularlyoccurduringlessons.

StudentAgencyistheultimategoalofformativeassessment,inwhichstudentsbecomeactive

agentsinthelearningprocess,ratherthanpassiverecipientsofinformation.Itispromotedinthe

classroombyprovidinglearningtasksthatstimulateopportunitiesforstudentstoproactivelyevaluate

theirownprogresstowardaclearlearningtargetanditsobservablecriteria.Studentsgenerate

feedbackforthemselvesandothersandmakedecisionsabouttheirownlearning.

CultureofCollaborationdescribesanenvironmentinwhichstudentsandteachersshare

responsibilityforlearning,studentschoosetolearntogether,studentparticipationisspontaneousand

respectful,studentcontributionsinspiredeeperengagement,multipleperspectivesareactivelysought,

andalllearnersdemonstrateawillingnesstotakerisks,learnfrommistakes,andsupporteachother.



Clarify KEY TERMS

Comprehensiveassessmentsystempresentsaframeworkforabalancedassessmentsystem,as

describedintheEveryStudentSucceedsAct(ESSA).Thecomprehensiveassessmentsystemoutlineshowstates,

districts,andschoolscanaligndifferenttypesofassessmentstopropelstudentstowardcollegeandcareer

readiness.Theframeworkincorporatesdifferenttypesofassessmenttoservethedistinctinformationneedsof

differentstakeholders,fromtheverydetailedevidencethatteachersandstudentsneedforon-goinginstruction,

tothegrossindicatorsthatstakeholdersoutsidetheclassroomneedtosupportaccountabilityandimprovement.

ASSESSMENTTYPE

GRAINSIZE TIMING USES USERS

Diagnostic/

Placement

small asneeded • Diagnosestrengthsandweaknessinstudents’existingknowledgeandskills• Eligibilityandplacementforspecialprograms

students·teachers·

parents·specialists·

schoolleaders

Classroom

formative:

Inprocess

evidence

small minuteby

minute

daily

• Collectongoingevidenceofstudents’progresstoinformimmediate

instruction

• Feedbacktostudentstomovethemtowardachievinglessonlearninggoals

students·teachers

Classroom

formative:

Formal

checks

small daily

weekly

• Evaluatewhatstudentshavelearned• Informationonstudents’strengthsandgapsinknowledgeandskills

• Informparentsofstudentprogress


parents

Classroom

summative

medium endofunit • Chartstudentprogressonclassroomandunitgoals

• Identifygapsinstudentlearning• Grading• Grade-levelorschool-levelprogresschecks• Informparentsofstudentprogress


parents·

schoolleaders

Interim/

Benchmark

medium quarterly

semester

• Monitorstudentstatusandprogressonintermediateand/orlong-term

learninggoals

• Predictwhetherstudentsarelikelytotestproficientonend-of-yeartests• Evaluaterelativeperformanceofclassrooms,schools,programs

• Supportschoolanddistrictdata-baseddecisionmaking


parents·

school&district

leaders

Endofyear/

course

summative

large annually • Broadviewofstudents’achievementonmajorgrade-levelorcourse

expectations

• Generalviewonstudentproficiencyrelativetograde-levelcollegeandcareerreadystandards

• Evaluateschoolcurricula,programeffectiveness;informimprovement

planning


parents·

school&district

leaders·state

(Herman, 2016)



Evaluate

Identifyelementsofformativepracticethatyourschooldoeswellandthoseyouwouldliketoimprove.

Self-assessyourcurrentschoolenvironmentforitsexistingformativeassessmentqualities.The20

elementslistedbelowareadaptedfromtheFASTSCASSdefinitionofformativeassessment.Foreach

element,ask:Howwelldoesourschoolalreadydothis?Ifyoucan,jotdownaspecificexampleortwo

foreachelementyourschooldoeswell.Forelementsthatarenotyetobservedorcanbeimproved,

writeasuggestionforhowitcouldbeimplemented.

Instructionalpractice 0 = not at all or not applicable 3 = extremely well

1. Teachersplaninstruction. 0 1 2 3

2. Professionallearningsupportsclassroominstructionthatis

ongoing(ratherthanasingleorlimitednumberofevents).0 1 2 3

3. Professionallearningfocusesprimarilyonclassroominstruction

andinteractions.0 1 2 3

4. Teachersregularlycollectevidenceofstudentlearning. 0 1 2 3

5. Teachersregularlyanalyzeevidenceofstudentlearning. 0 1 2 3

6. Teachersuseevidenceofstudentlearningtoadjustinstruction. 0 1 2 3

7. Teachersrespondeffectivelytoindividualstudents. 0 1 2 3

Learninggoals 0 = not at all or not applicable 3 = extremely well

8. Collegeandcareerreadystandardsand/orotherstandards

determinelearninggoals.0 1 2 3

9. Learninggoalsaresituatedwithinaprogressionoflearning. 0 1 2 3

10. Learninggoalscanbereasonablyaccomplishedinalesson. 0 1 2 3



Evaluate continued

Identifyelementsofformativepracticethatyourschooldoeswellandthoseyouwouldliketoimprove.

Studentinvolvement 0 = not at all or not applicable 3 = extremely well

11. Studentsdirecttheirownlearning. 0 1 2 3

12. Studentsengageinself-assessmentandpeerfeedback. 0 1 2 3

13. Studentsknowhowtoachievetheirlearninggoals. 0 1 2 3

14. Studentscanidentifyanygapsbetweentheirunderstandingandthelearninggoals.

0 1 2 3

15. Studentsregularlyreceiveactionablefeedbackfrompeersand

teachers.0 1 2 3

Equityandschoolculture 0 = not at all or not applicable 3 = extremely well

16. Schoolculturebenefitsallstudents. 0 1 2 3

17. Schoolculturebenefitsallteachers. 0 1 2 3

18. Schoolcultureisrespectfulandcollaborative. 0 1 2 3

19. Studentsareactivelyencouragedtotakerisksandlearnfrom

mistakes.0 1 2 3

20. Studentshavemultiplemodesandopportunitiestodemonstrate

theirlearning.0 1 2 3

Lookatyourself-assessmentratingsacrossthefourcategories.Whatcanyouconcludeaboutyourcurrentstrengthsandweaknesses?Howwillyouusethisinformationtodevelopavisionandimplementationplan?



Act Whataretherolesofschoolleaders?

Schoolleadershavegreatinfluenceonwhetherandhowformativeassessmentisimplemented.Below

aresomeofthestepsthatschooladministratorscanconsidertopromoteformativeassessment.

Vision&planningWhat do you already

have in place? What could you do next?

1. Long-term commitment Whatisyourtimeline?

2. Defin i t ional c lar i ty Willyourschoolcommittoformativeassessmentasaninstructionalprocessthatshapesdailyclassroomlearningandteaching?

3. Alignment to exis t ing in i t iat ives and pr ior i t ies Canyoufindmeaningfulconnectionsbetweenyourcurrentprogramsandformativeassessment?

4. Partnerships Howcanyourdistrictandexternalpartnersprovideadditionalresourcesandassistance?

LeadershipWhat do you already

have in place? What could you do next?

5. Lead learner Areyouwillingtoengageintheworkalongsidestudentsandteachers?

6. Team bui lder Haveyouidentifiedindividualswhocanspreadformativeassessmentthroughouttheschool?

7. Communicator Howwillyouregularlyinspireandremindyourcommunityofprogresstowardthevisionandlong-termplan?



Act continued Whataretherolesofschoolleaders?

Resourcesfor

professionallearning

What do you already have in place? What could you do next?

8. Standards, assessment, and curr iculum

Hasthedistrictorschoolprovidedayearlongscopeandsequenceofinstruction,aclearandcomprehensiblearticulationofyourcomprehensiveassessmentsystem,andthenecessaryinstructionalresourcestoimplementformativeassessment?

9. T ime

Whenwillteachers,coaches,andadministratorsdeveloptheirformativeassessmentcapacity?

10. Allocat ion of funding and other resources Whatcontentandservicesarenecessarytodothisworkwell,andhowwillthatbeprovided?

11. Structures Whatkindofcollaboration,communication,feedback,andreflectiontoolsandstructures(e.g.,regularmeetings,technology)willyouusetokeeptheworkmovingforward?



Reflect and self-assess

Didyouaccomplishyourlearninggoals?

LookbackatthePreviewonpage3.Haveyoumadesomeprogressonanyofyourlearninggoals?

Writeyourownlearninggoalstocontinuethiswork.Somesuggestions:

• Learn about a specific formative assessment topic in more depth. This might include a deeper dive into the nuts and bolts of formative assessment.

• Find out more about your school’s context: contact people who know about prior instructional initiatives at your school and district, talk to teachers and other stakeholders about how formative assessment can lead to improved instructional practice.

• Explore your state and district resources for formative assessment.

• Look for external partners and organizations that can provide assistance.

• Be able to explain the role of formative assessment in your comprehensive assessment system to district leaders, coaches, other administrators, teachers, parents, and students.

• Evaluate your current programs for their formative assessment qualities. Analyze how gaps can be addressed, and how formative assessment practices can be integrated with your existing initiatives.

Learninggoals

What knowledge or skill will you seek next?

Successcriteria

What observable actions will lead to accomplishing this goal?



References

EducationFirst.(2016).Formativeassessmentintheclassroom:Findingsfromthreedistricts.Retrievedfrom

https://education-first.com/wp-content/uploads/2016/05/MSDF-Formative-Assessment-Study-Final-

Report.pdf

FormativeAssessmentforStudentsandTeachers(FAST)StateCollaborativeonAssessmentandStudent

Standards(SCASS)ofCouncilofChiefStateSchoolOfficers(CCSSO).(2017).Revisingthedefinitionofformativeassessment.Unpublishedmanuscript.Retrievedfrom

https://www.michigan.gov/documents/mde/New_FAST_SCASS_definition_paper_June_27_2017_60

1106_7.pdf

Heritage,M.,Gerzon,N.,&Mancuso,M.(n.d.).Necessaryconditionsforsuccessfulimplementationofformativeassessment.SanFrancisco,CA:WestEd.Retrievedfrom

http://www.gettingsmart.com/wp-content/uploads/2017/09/Necessary-Conditions-for-successful-

implementation-of-Formative-Assessment-June-18-DRAFT.pdf

Herman,J.(2016).Comprehensivestandards-basedassessmentsystemssupportinglearning.LosAngeles,CA:UniversityofCalifornia,LosAngeles,NationalCenterforResearchonEvaluation,Standards,and

StudentTesting(CRESST).Retrievedfromhttps://www.csai-online.org/resources/comprehensive-

standards-based-assessment-systems-supporting-learning

HowIKnow,Michael&SusanDellFoundation,&GettingSmart.(2018,February7).[Formativeassessment

keystosuccess:Practitionerguide][Infographic].Retrievedfromhttp://www.gettingsmart.com/wp-

content/uploads/2018/01/MSDF-StudentRoles-FINAL-26Jan2018v1.pdf

Moss,C.M.,Brookhart,S.M.,&Long,B.A.(2013).Administrators’rolesinhelpingteachersuseformative

assessmentinformation.AppliedMeasurementinEducation,26(3),205-218.

NationalResearchCouncil.(2012).Educationforlifeandwork:Developingtransferableknowledgeandskillsinthe21stcentury.Washington,DC:TheNationalAcademiesPress.https://doi.org/10.17226/13398.

Wylie,C.,&Lyon,C.(2016).Usingtheformativeassessmentrubrics,reflectionandobservationtoolstosupportprofessionalreflectiononpractice(Revised).FormativeAssessmentforStudentsand

Teachers(FAST)StateCollaborativeonAssessmentandStudentStandards(SCASS)ofCouncilof

ChiefStateSchoolOfficers(CCSSO).

Documents

Setting the Stage for Formative Assessment · The School’s Role.” The guide includes tools to use with your professional learning group as you develop an implementation plan for