Formative Assessment Trish Introductions and who is in the room…

Chalk Talk Give a time limit Have students write in different colors Students can sign their name in their color Collect and give back at the end of the unit for students to add/delete/change their thinking. Trish Markers on table Teacher timer Copied in Green paper, 1 per table Chalk Talk with Formative Assessment on it Strategy: You have this many minutes Chalk Talk

What is Formative Assessment Assessment for Learning For the purpose of adjusting instruction Match the students’ needs with the learning target Measure of instruction As opposed to: Assessment of Learning Not Grading Not for measuring students’ competency Trish

It’s not Formative Assessment unless… The LEARNING TARGETS are clear and linked to your instruction. Feedback for learning is ACTIONABLE. Your are ANALYZING for the purpose of REVISING YOUR INSTRUCTION. All of the above. Trish Use ABCD Cards Strategy: ABCD Cards

Exit Slips Prompts to check for understanding Prompts to promote reflection Prompts on instructional strategies General teaching suggestions “The Many Uses of Exit Slips” by Robert Marzano in Educational Leadership, October 2012 (Vol. 70, #2, p. 80-81), www.ascd.org Trish Robert Marzano Suggests Ideas for Exit Tickets (Originally titled “The Many Uses of Exit Slips”)                 In this Educational Leadership article, author/consultant Robert Marzano lists four types of prompts for exit slips given at the end of a class:                 • Prompts to check for understanding – The teacher might ask students, “What are you most confused about regarding what we did in class today?” The slips might lead the teacher to re-teach a particular concept, break students into groups for help in different areas, and perhaps use expert students to run some of the groups.                 • Prompts to promote reflection – The teacher might ask students, “How hard did you work today and why?” or “What could you have done today to help yourself learn better?” and then follow up accordingly.                 • Prompts on instructional strategies – For example, “How did the group work today help you understand the content? What are some things you’d like to see during group work in the future?”                 • General teaching suggestions – For example, “What is something I should be doing to improve your understanding of the content?” Marzano says this sends an important message to students – “that everyone is a learner, even the teacher – and that there’s no shame in admitting you’re not doing well at something and seeking help.” “The Many Uses of Exit Slips” by Robert Marzano in Educational Leadership, October 2012 (Vol. 70, #2, p. 80-81), www.ascd.org

Ticket Out the Door (Exit Slip) Please complete the ticket out the door. Nicole: Copy of the ticket out the door for 4th grade Answer: 94 What do you think students wrote? 47 (perimeter of 2 sides) 510 area (30x17) Share standard sheet

Sorting the Groups What do I do now? Nicole 4 groups: Correct answer Added 2 sides Found the area Still struggling Combine the Area with the kids that are still struggling as they need a definition… this is a teacher call there are certainly other ways to sort the tickets.

3 Groups Group 1: Building a Dog Pen Group 2: Geoboard Group 3: Real World Measurements Nicole Geoboard can also use NLVM Real world measurements may come up with a definition… add the word to the word wall

Additional Formative Assessments/Activities for Perimeter Reengagement: Agree/Disagree with another student’s thinking Frayer Model: Perimeter Journal Page: Farmer Brown Nicole: Reengagement: give teachers time to think about the student’s misconception Frayer: give teachers time to work on their frayer (use red/yellow and green cups) Journal Page: mention website… link is on the intranet