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Monday, August 16, 2010
INSIDE THE BLACK BOXRaising Standards Through Classroom Assessment
by Paul Black and Dylan Wiliam
Corner Nightmare by zphaze
A Synthesis of Research on the Effects of Formative
Assessment
Monday, August 16, 2010
FORMATIVE ASSESSMENT
All those activities undertaken by teachers and by their students [that] provide information to be used as FEEDBACK to modify the teaching and learning activities in which they are engaged.
--Black & Wiliam, 1998
Monday, August 16, 2010
Research consistently shows that regular, high-quality FORMATIVE ASSESSMENT increases student
achievement.
Monday, August 16, 2010
Read through the excerpt from “Inside the Black Box.”
Note the 3-5 most important points to you. (5 minutes)
Share with __ Base Partner, then group of 2 or 3 others at your table. (5 minutes)
REVIEW AND DISCUSS
77/365 Baseball bokeh HBW by The Suss-Man
Monday, August 16, 2010
ACCORDING TO THE BLACK & WILIAM ARTICLE:
Which formative assessment practices are ESSENTIAL to improved student
achievement?
Monday, August 16, 2010
BLACK & WILIAM SYNTHESIS OF RESEARCH:
1. Does better FORMATIVE assessment = higher learning?
2.Does formative assessment need improving?
3.What improvement is needed?
Monday, August 16, 2010
BLACK & WILIAM RESEARCH ON EFFECTS OF FORMATIVE ASSESSMENT:
.4 TO .7 GAIN
.7 Standard Deviation Score Gain =
25 Percentile Points on ITBS (middle of score range)
70 SAT Score Points
4 ACT Score Points
Largest Gain for Low Achievers
Monday, August 16, 2010
RECOMMENDED PRACTICES
Increased descriptive feedback, reduced evaluative feedback
Increased student self-assessment
Increased opportunities for students to communicate their evolving learning during the teaching
Monday, August 16, 2010
KEY 1: CLEAR PURPOSE AND
KEY 5: STUDENT INVOLVEMENT
What does Assessment FOR Learning look like?
100_6343 by rockyradio
Monday, August 16, 2010
What formative assessment practices are you familiar with?
With your ___ Base Partner, list all you can think of that you have seen, done or read about.
Consider both teachers and students as decision-makers
77/365 Baseball bokeh HBW by The Suss-Man
Monday, August 16, 2010
Know what high quality work looks like
Be able to objectively compare their work to the standard
Have a store of tactics to make work better based on their observations
--Royce Sadler, 1989
A key premise is that for students to be able to improve, they must
have the capacity to monitor the quality of their own work during
actual production. This in turn requires that students:
Monday, August 16, 2010
ASSESSMENT FOR LEARNING MEETS STUDENTS’ INFORMATION NEEDS:
Where am I going?
Where am I now?
How can I close the gap?
Monday, August 16, 2010
Where am I going?
1. Provide a clear statement of the learning target.
2.Use examples and models
Where am I now?
3.Offer regular descriptive feedback
4.Teach students to self-assess and set goals
How can I close the gap?
5. Design focused lessons
6.Teach students focused revision
7. Engage students in self-reflection; let them keep track of and share their learning.
ASSESSMENT FOR LEARNING STRATEGIES
Monday, August 16, 2010
ACTIVITY DIRECTIONS:
Assign one of the seven strategies to each person at your table.
Appoint a table monitor to pay attention to time.
Read the explanation of your assigned strategy.
Be ready to explain the key idea of your strategy and how it addresses Sadler’s key question.
Share your explanation with your table.
Note ideas that are familiar and ideas that are new to you
Monday, August 16, 2010
FIND YOUR __ BASE PARTNER AND DISCUSS:
An idea from the Seven Strategies that IS NOT NEW to you
An idea from the Seven Strategies that IS NEW to you
77/365 Baseball bokeh HBW by The Suss-Man
Monday, August 16, 2010
Where am I going?
1. Provide a clear statement of the learning target.
2.Use examples and models
Where am I now?
3.Offer regular descriptive feedback
4.Teach students to self-assess and set goals
How can I close the gap?
5. Design focused lessons
6.Teach students focused revision
7. Engage students in self-reflection; let them keep track of and share their learning.
ASSESSMENT FOR LEARNING STRATEGIES
Monday, August 16, 2010
New Idea:
Formative assessment can and should be done
BY STUDENTS
as well as by teachers. The key to improvement is
how students and teachers use assessment information.
Monday, August 16, 2010
Assessment for Learning:
The ultimate user of formative assessment information is the
student.
Monday, August 16, 2010
WORK CITED
Black, Paul, and Dylan Wiliam. "Inside the Black Box: Raising Standards Through Classroom Assessment." Phi Delta Kappan 80.2 (1998): 139-148. Web. 16 Aug 2010. <http://blog.discoveryeducation.com/assessment/files/2009/02/blackbox_article.pdf>.
Chappuis, Jan. Seven Strategies for Learning. 1st ed. Portland, OR: Educational Testing Service, 2009. 3-14. Print.
Monday, August 16, 2010