Clinical intern Seminar February 1, 2016 Dr Melody Wilt Formative Assessment Clinical intern Seminar February 1, 2016 Dr Melody Wilt

Agree or Disagree Of all the interventions a teacher can do in his/her classroom, formative assessment has the largest impact on student achievement.

Learning Objectives Students will review and confirm/revise their understanding of the definition of formative assessment. Students will be introduced to five “lens” for implementing formative assessment in their classroom. Students will select one idea to try in their classroom within the next week.

What is formative assessment? “to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers, to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the evidence that was elicited.” (Black & Wiliam, 2009 p. 9)

Unpacking Formative Assessment Where the learner is going Where the learner is now How to get the learner there Teacher Peer Student Clarifying, sharing, and understanding learning intentions Engineering effective discussions, tasks, and activities that elicit evidence of learning Providing feedback that moves learners forward Activating students as resources for one another So what is formative assessment in practice, this classroom formative assessment? Well there are three key processes: Where the learning going, where the learner is right now, and how to get there. You’ve got the row of the teacher, the peer, and the learner themselves. That gives us a matrix of nine cells. : And I could talk about the contents of each of these nine cells, but I think it makes sense to group some of these together. The first one we call: Clarifying, sharing, and understanding learning intentions. This may be the most widely implemented, but the least well-done of all the strategies. In many districts now there is a policy there has to be a learning objective for every single lesson. The teacher writes it up on the board, the students copy into their notebooks, and subsequently ignore it for the rest of the lesson, but it’s okay if an administrator walks past, you are covered, there is a success criteria up on the wall…continue explaining each of the five strategies, in general. When done, turn it over to Robb, who will say a few words about how to get more information and what’s coming in the future. Activating students as owners of their own learning

Where the learner is going And the big idea Where the learner is going Where the learner is How to get there Using evidence of achievement to adapt what happens in classrooms to meet learner needs Teacher Peer Learner

Clarifying, sharing and understanding learning intentions/success criteria

Share learning intentions/success criteria 1. Explain learning intentions at start of lesson/unit: Learning intentions Success criteria 2. Consider providing learning intentions and success criteria in students’ language (unpacking) 3. Use posters of key words to talk about learning: E.g., describe, explain, evaluate 4. Rubrics (shared development)

Share learning intentions/success criteria Use annotated examples of different standards to “flesh out” assessment rubrics (e.g., lab reports). Exemplars – DON’T JUST PASS THEM OUT Provide opportunities for students to develop their own test questions (variation) Choose – Swap – Choose

Unpacking Formative Assessment Where the learner is going Where the learner is now How to get the learner there Teacher Peer Student Clarifying, sharing, and understanding learning intentions Engineering effective discussions, tasks, and activities that elicit evidence of learning Providing feedback that moves learners forward Activating students as resources for one another So what is formative assessment in practice, this classroom formative assessment? Well there are three key processes: Where the learning going, where the learner is right now, and how to get there. You’ve got the row of the teacher, the peer, and the learner themselves. That gives us a matrix of nine cells. : And I could talk about the contents of each of these nine cells, but I think it makes sense to group some of these together. The first one we call: Clarifying, sharing, and understanding learning intentions. This may be the most widely implemented, but the least well-done of all the strategies. In many districts now there is a policy there has to be a learning objective for every single lesson. The teacher writes it up on the board, the students copy into their notebooks, and subsequently ignore it for the rest of the lesson, but it’s okay if an administrator walks past, you are covered, there is a success criteria up on the wall…continue explaining each of the five strategies, in general. When done, turn it over to Robb, who will say a few words about how to get more information and what’s coming in the future. Activating students as owners of their own learning

Eliciting evidence Move away I-R-E No hands up except to ask a question Adopt Pose-Pause-Pounce-Bounce Random Phone a friend I’ll be back… Multiple choice can also do 50/50 or poll audience

Eliciting evidence Wait time (3-5) Think-Pair-Share Evaluative vs Interpretive Listening Reframing Questions Why is _____an example of _____? Compare/Contrast

Reframing questions Original Reframed Is carbon a metal? Why is carbon not a metal? Is this a sentence or a clause? Why is this a clause rather than a sentence? Is slate a metamorphic rock? Why is slate a metamorphic rock? Original Reframed What is a prime number? Why is 17 prime and 15 not? What was life under apartheid like? How were the lives of blacks and white different under apartheid? Is a bat a mammal? Why is a bat a mammal and a penguin not?

Eliciting evidence Alternatives to Questions Hot Seat Questioning All Student Response (can I move on?) Thumbs Up Fist to Five ABCD Cards

ABCD Cards English (Diagnosis) Which of these is correct? Its on its way. It’s on its way. Its on it’s way. It’s on it’s way.

What are you going to try this week?