The Research and Practice of Classroom Assessment Principles and Strategies of Formative Assessment

Learning Objectives: What is Formative Assessment? Does research support formative assessment practices? What is needed to support formative assessment practices? What are formative assessment classroom strategies ?

Crucial Distinction Assessment OF Learning (Summative): How much have students learned as of a particular point in time? Assessment FOR Learning (Formative): How can we use assessment to help students learn more?

Inside the Black Box Read pgs. 10 – 16 Highlight important ideas that support formative assessment practices for student learning.

* Rivals one-on-one tutorial instruction **Largest gains for low achievers Research on Effects Study S.D. Gains Bloom (1984) 1.0 to 2.0 * Black and Wiliam (1998).5 to 1.0** Meisels, et al. (2003).7 to 1.5 Rodriguez (2004).5 to 1.8**

* 35 Percentile Points * 2-4 Grade Equivalents * 100 SAT Score Points * 5 ACT Composite Score Points U.S. TIMSS scores; move from the middle of the pack to top Standard Deviation Score Gain Equals:

Inside the Black Box Triad discussion using quotes from the article Inside the Black Box. Read all quotes. As a group, choose one quote. Reflect on the meaning of the quote and the implications for teaching and student learning.

Our Assessment Future: Comparing Assessment of and for Learning R. Stiggins video clip Assessment for LearningAssessment of Learning Distinction between Assessment systems Focus of assessment on State Standard Teacher ’ s Role Student ’ s Role Student motivation

What are the Big Ideas of Formative Assessment Practices? Table Discussion: As a table, discuss the big ideas about formative assessment practices based on your notes from the article and video clip. Choose one big idea about formative assessment practices to share with the whole group. Whole Group Discussion: Chart Big Ideas

Alignment of the Principles of Formative Assessments to the Learning Team Continuum of Work for Mathematics Principles of Assessment for Learning (1) Teachers understand and can articulate in advance of teaching the achievement targets students are to hit. (2) Students are informed daily about the targets in terms they can understand (i.e., student- friendly language) and which clarify what they are expected to learn. Students study the criteria by which their work will be evaluated by analyzing samples of strong and weak work. (3) Students can describe what targets they are to hit. Teachers can describe what comes next in student learning. (4) Classroom teachers transform those targets into assessments that yield accurate information about student learning of the content. (5) Teachers use classroom assessment information to revise and guide teaching and learning. Students use assessment information in ways that require them to think about their own progress. (6) Feedback given to a student is descriptive, frequent, and timely. Feedback provides insight on a current strength and focuses on one facet for revision linked directly to the intended learning. (7) Students actively and regularly practice using descriptive feedback to improve the quality of their work. Students develop skills of self- assessment to monitor their learning. (8) Students keep track of their own learning over time (e.g., journals, portfolios) and communicate with others (e.g., students, teachers, parents) about what they understand and what they need to understand better. (9) Teachers understand the relation between assessment and student motivation and use assessment to build student success and confidence rather than failure and defeat. Learning Team Continuum Stage 1 Learning Targets Stage 2 Align State Framework and Math Program Stage 3 Common CABS Stage 4 Student Work on CABS Stage 5 Descriptive Feedback on CABS Understand importance of identifying and articulating big ideas in mathematics to bring consistency to a school’s math program. Develop meaning for the math embedded in the targets and alignment to state standards and descriptors and to the school’s math program. Provide a measure of consistency of student learning based on standards/descriptors and targets. Examine student work to monitor achievement and progress toward the targets and descriptors. Use student work to inform instructional decisions, and to provide students with appropriate descriptive feedback. Nine Principles of Assessment for Learning

Alignment of the Principles of Formative Assessment to the Learning Team Continuum of Work for Mathematics How will you use this resource in your work as a Math Teacher Leader?

Learning Objectives: What is Formative Assessment? Does research support formative assessment practices? What is needed to support formative assessment practices? What are formative assessment classroom strategies ?