Formative Assessment in the Classroom
Objectives for Today
• Define formative assessment
• Identify attributes and key features of formative assessment
• Discuss current formative assessment practices in classrooms
Think-Pair-Share
Students practice simplifying expressions using the think-pair-share strategy.
Retrieved from https: www.teachingchannel.org/videos/think-pair-share-lesson-idea
T-Chart
Make a T-chart to take notes from the video
•In the S column, what are students doing and saying?
•In the T column, what is the teacher doing and saying?
Students Teacher
Questions
• Why is it important to allow students time to try the problem independently?
• How does the discussion in pairs help students consider their thinking?
• What is the purpose of the whiteboards?
Reference: Teaching Channel
NC Adopted Definition of Formative Assessment
“Formative Assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve intended instructional outcomes” (CCSSO FAST SCASS, 2006).
What practices and strategies in the video aligned with this definition? Explain why you think that way to your shoulder partner.
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Key Points to Understand FA
• Learning targets• Criteria for success• Collecting evidence of learning• Documenting evidence of learning• Descriptive Feedback• Self-assessment• Peer assessment• Collaboration• Misconceptions
Which attributes or key points did you notice in the think-pair-share video?
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Brainstorm in groups of three
Are you seeing educators use formative assessment as a process?
If yes, how and how often?
If no, what can be done to guide them to implement formative assessment?
Why Formative Assessment?
• Learner-centered, teacher-directed, mutually beneficial, formative, context-specific, ongoing, and firmly rooted in good practice (Fisher and Frey, 2007).
• Provides information on what an individual student needs to practice; to have re-taught and to learn next.
Benefits of Formative Assessment• Valuing and believing students
• Sharing learning goals with the students
• Involving students in self-assessment
• Providing feedback that helps students recognize their next steps and how to take them
• Being confident that every student can improve
• Providing students with examples of what we expect from them
Assessment Comparison Chart
Formative Assessment
Interim/Benchmark and Summative Assessments
Occurs daily during instruction Given intermittently or at the end of learning
NOT graded Scored - may or may not be graded
Process Product
Descriptive feedback Interim/Evaluative feedback
Continuous Periodic
Examples:QuestioningDiscussionsLearning ActivitiesTeacher-student conferencesInterviewsStudent Reflections/JournalsObservations
Examples:Mid-term and end of unit assessments9-week or quarterly assessmentsDistricts assessmentsCommercial productsTeacher created quizzes and testsTextbook quizzes and testsState test scoresSAT and ACT scores
Assessment FOR learning Assessment OF learning
Exit Slip
Write down one next step that you will take to advance the implementation of formative assessment.
Contact Information
Carmella [email protected] FALCON Coordinator | Learning Systems Division