Formative Assessment in an Assessment System

Assessments in the System (Adapted from Herman & Heritage, 2007) standards minute- by- minute daily weekly unit quarterly annually student Slide 1

Extended periods of instruction Long-term goals Sampling of learning Assessment Cycles Slide 2

Interim goals Progress monitoring What has been learned Assessment Cycles Slide 3

Short-term goals Inform immediate instruction Assessment Cycles Slide 4

No single way to collect evidence Students’ current learning status Close the gap Assessment Cycles Slide 5

Your Turn You will need Handout 1.2.1, a diagram of the assessment cycles. For each cycle, consider: 1.How do you assess learning in each cycle? 2.What kind of information results from each assessment opportunity? 3.How do you use that information? Slide 6

Assessment Cycles Slide 7

Annual State Assessments Interpretation What have students learned/have they met the standard? What are the strengths/weaknesses in individuals’ and groups’ learning? What are the strengths/weaknesses in curriculum, instruction, and programs? Assessment Cycles Slide 8

Assessment Cycles Slide 9 Annual State Assessments Action Adjustments to curriculum, instruction, programs Monitoring/accountability Reporting Inform professional development needs

Assessment Cycles Slide 10 Interim/benchmark Assessments Interpretation Who has and who hasn’t met the benchmark? What are the strengths/weaknesses in individuals’ and groups’ learning? Who are the students most in need? What are strengths/weaknesses in curriculum and instruction?

Assessment Cycles Slide 11 Interim/benchmark Assessments Action Adjustments to curriculum, instruction Targeted intervention for students who are weak in specific areas Reporting to administrators, parents and students

Assessment Cycles Slide 12 Minute-by-Minute Daily/Weekly Interpretation Identify the gap between current status and the desired learning goals Identify individual misconceptions/difficulties Identify missing building blocks

Assessment Cycles Slide 13 Formative Assessment Action What to do to move learning forward? Adjustments to ongoing instruction/learning Feedback

Try It Out The Triad Protocol provides a structure for discussing ideas and sharing information. Read through Handout How do you collect short-cycle information to inform immediate teaching and learning? How is this information connected to other longer assessment cycles in the system? Slide 14