Formative Assessment Margaret Heritage CRESST/UCLA CORE Institute Berkeley, CA June 19, 2012

Overview If It’s Formative… A Feedback Loop An Illustration

standards minute by minute daily weekly unit quarterly annually student Assessments in the System

If It’s Formative… Learning Goals & Success Criteria Planned evidence gathering Adjustments to teaching and learning Feedback to students Student involvement

Feedback Loop Learning Progression Learning Goal Success Criteria Elicit Evidence of Learning Interpreting the Evidence Identifying the Gap Teacher Assessment Self-assessment Self-regulation, Motivation Peer Assessment Feedback Adapting/Respon ding to Learning Needs Scaffolding in the Zone of Proximal Development Closing the Gap

Constructed Response Items Short Answer Increasing Rigor Constructed Response Items Short Answer Increasing Rigor Key Components Cognitive Ramp Performance Task Analytic Essay Prompt Quantitative Problem Scoring Rubric Performance Task Analytic Essay Prompt Quantitative Problem Scoring Rubric Cognitive Demand Student Performance Level Item C “Expert” Item B Item A “Stimulus” Text Data Set Analytic Tools “Stimulus” Text Data Set Analytic Tools “Apprentice”“Novice” Low Mid High Annotated Student Work Exemplars Annotated Student Work Exemplars Teacher Directions SBAC-Aligned Assessment Module

Cognitive Ramp Feedback Loop Item A Feedback Loop Item B Feedback Loop Item C Constructed Response Items Short Answer Increasing Rigor Inside the Blue Box

Persuasive Writing – Mini Lesson Students have this graphic organizer in their writing notebooks

I’m looking for my reasons (Joshua points at his arguments on paper) and then sometimes when I find more reasons I, like, get more counter arguments and I look for more reasons and I get more the counter arguments. Joshua

Uh, because sometimes people don’t care, or they’re just like really mad. 'Cuz you know how people are really busy sometimes, and sometimes they’re like concentrating on their work more than other stuff that are happening so they like, like, put them to the side and work on what they are going to work on, like their work. Joshua

Persuasive Writing Video

Reflection – Josh Summary Video

Assists learning while instruction and learning are taking place Integrates seamlessly into instruction Involves students as equal stakeholders Supports learning to learn To Sum Up

Changes for Teachers: Shawn I used to do a lot of explaining, but now I do a lot of questioning. I used to do a lot of talking, but now I do a lot of listening. I used to think about teaching the curriculum, but now I think about teaching the student.

Students As Learners Video

Corwin Press, 2010 Forthcoming, Harvard Education Press, 2013