Liza Lawson Mentor, La Joya 2015 TUHSD NHO Warm-Up Take a few moments and think of the most interesting thing you have learned today. Then share it with a neighbor. Formative Assessment Liza Lawson Mentor, La Joya 2015 TUHSD NHO 1. TITLE

2. ABOUT YOU

Outcomes Create a strong working definition of formative assessment Investigate how formative assessment improves student learning Practice identifying, revising, and creating formative assessments 3. OUTCOMES

Agenda What is a formative assessment? How does a formative assessment improve student learning? Wait, what? (common misunderstandings) How can we implement this in the classroom? What should I do now? (next steps) 4. AGENDA

What is Formative Assessment? Share with the person next to you, your current understanding of FA. (2 min.) 5 pairs share with group. Let’s look at the definition Ms. Sgrillo and I like: 5. DEFINITION

What is Formative Assessment? A formative assessment is a learning process that partners the teacher and the students to gather evidence of learning to be used to adapt teaching to meet student needs. 5. DEFINITION

How does a formative assessment improve student learning? Why do we want to use FA? 6. WHY

How does a formative assessment improve student learning? Frequent assessment can help teach effective study skills (Frequent Tests Can Enhance College Learning, Study Finds) “… improved formative assessment helps low achievers more than other students and so reduces the range of achievement while raising achievement overall” (Black & William, p. 3). 6. WHY

What makes an effective FA? Wait, What? A formative assessment is a learning process that partners the teacher and the students to gather evidence of learning to be used to adapt teaching to meet student needs. What makes an effective FA? 7. MISUNDERSTANDINGS

What makes an effective FA? Wait, What? What makes an effective FA? Active Intentional Cyclic Continuous Systematically gather evidence Frequent 7. MISUNDERSTANDINGS

Common Misunderstandings Wait, What? Common Misunderstandings Feedback Grading Frequency 7. MISUNDERSTANDINGS

Wait, What? Feedback Must happen Appropriate Type Timing Judgements Personal Observations Inferences Data Mediative Question Timing 7. MISUNDERSTANDINGS

Wait, What? Grading Can they be graded? When? 7. MISUNDERSTANDINGS

Wait, What? Frequency How often? 7. MISUNDERSTANDINGS

How can we implement these in the classroom? Scenario 1: Luis wrote an argumentative essay at the end of his Romeo and Juliet unit. He received a rubric with the instructions for the essay. His essay was graded in accordance with the rubric and counts for 30% of his unit grade. When his essay was returned only a few days later, there were a number of comments including, “Please re-read your third paragraph. What might have been some other reasons that Romeo made that decision? When you have thought about it, come see me before or after school and share your ideas.” 8. SCENARIOS

How can we implement these in the classroom? Scenario 2: Lena is doing white board practice in class. Every student has a whiteboard and begins writing when the teacher shows the new problem. The teacher is walking around and gets to about 3 students per question. When the teacher asks students to raise their boards, 20 out of 30 raise their boards. When the teacher meets with individual students he/she re-teaches the material those students need. 8. SCENARIOS

What should I do now? Practice, practice, practice, practice. We have a teaching practice. Work with Others 9. NEXT STEPS