Formative Assessment Connecting the Dots Helping Teachers Teach and Students Learn James Martin and Beth Tsai Wake Technical Community College

Goals for Session Upon completion of this session, attendees will be able to: Understand the definition of Formative Assessment and its Attributes Recognize the use of Formative Assessment in teaching methods Align a given activity with the Attributes Create Formative Assessment activities for the classroom

Definition of Formative Assessment A group of Instructors were asked to write a minute paper answering the question “What is Formative Assessment (FA)?” As you read each minute paper, grade each response with (yes, correct), (somewhat correct) or (no, not correct).

Definition of Formative Assessment Formative Assessment: FA is a process used during instruction to provide feedback to instructors and students on how to improve student learning and meet course learning objectives.

Attributes Involving Students in Their Learning Modeling Quality Providing Feedback Self-Assessment

Involving Students in Their Learning From Attribute Chart Notes 1. Goal for lesson stated and motivated 2. Students’ contributions encouraged and built upon 3. Individual tasks designed to enable students to “move along” by themselves 4. Group activities planned that enable students to collaborate on a joint outcome 5. Specific comments given to students such as they are on the right path and in what way

Modeling Quality From Attribute Chart Notes 1.Students asked to demonstrate to the class how they did something 2. Students encouraged to suggest ways a solution can be improved 3. Formats and structures provided for writing and recording findings 4. Students were shown a range of other students’ work to assist them in evaluating their own work.

Providing Feedback From Attribute Chart Notes 1.Probing questions used to diagnose the extent of the students’ learning 2. Completed work analyzed to work out why a student has or has not achieved 3. Support given when achievement is satisfactory 4. Students offered constructive redirecting feedback 5. Students were told what they have and have not achieved with specific reference to their learning

Self-Assessment Notes 1.Students asked to review their own work, record their progress, and suggest ways they can improve 2. Students guided to improve a process 3. Time provided for students to reflect and talk about their learning 4. Students helped to understand their achievements and know what they need to do next to make progress

Examples of Formative Assessment The “run-around” In this FA activity, the instructor divides the class into groups. Each group is given a problem to solve. Once solved, the group puts the solution into the envelope provided and passes it along to the next group who solves the same problem adding their solution to the envelope without reviewing the other group’s work. This is done in relay rounds. During the last round, each group grades the work in the envelope and chooses what they think is the best solution. Each group reviews their response and compares it with the “best” solution. Time for discussion follows.

Examples of Formative Assessment The “run-around” Sample problems to solve: 1.Make a flowchart that illustrates the process of baking a cake. 2.Describe how to change a tire. 3.Draw a picture of a boat. 4.What is 4/2*3^2-6*3+5?

Aligning the Activity with the Attribute Chart Involving Students in Their Learning From Attribute Chart Notes 1. Goal for lesson stated and motivated 2. Students’ contributions encouraged and built upon 3. Individual tasks designed to enable students to “move along” by themselves 4. Group activities planned that enable students to collaborate on a joint outcome 5. Specific comments given to students such as they are on the right path and in what way

Aligning the Activity with the Attribute Chart Modeling Quality From Attribute Chart Notes 1.Students asked to demonstrate to the class how they did something 2. Students encouraged to suggest ways a solution can be improved 3. Formats and structures provided for writing and recording findings 4. Students were shown a range of other students’ work to assist them in evaluating their own work.

Aligning the Activity with the Attribute Chart Providing Feedback From Attribute Chart Notes 1.Probing questions used to diagnose the extent of the students’ learning 2. Completed work analyzed to work out why a student has or has not achieved 3. Support given when achievement is satisfactory 4. Students offered constructive redirecting feedback 5. Students were told what they have and have not achieved with specific reference to their learning

Aligning Activity with the Attribute Chart Self-Assessment Notes 1.Students asked to review their own work, record their progress, and suggest ways they can improve 2. Students guided to improve a process 3. Time provided for students to reflect and talk about their learning 4. Students helped to understand their achievements and know what they need to do next to make progress

Examples of Formative Assessment “You Be The Teacher” In this FA activity, the instructor divides the class into groups and provides the learning objective topic. Each group creates a question that will test the given learning objective. They pass the question to the next group, which will solve the created question. They pass their solution to the next group, who will also solve the question in order to grade the previous group’s solution. Then the quiz is returned to the group who initially solved the question. Time for discussion follows.

Topic: Writing the symbolic equation of a given graph of a rational function with at least one hole, at least one intercept, at least one vertical asymptote, and one horizontal or oblique asymptote. Question: Solution: Grade (out of 10 pts)and comments/corrections about the above solution: Examples of Formative Assessment

Involving Students in Their Learning From Attribute Chart Notes 1. Goal for lesson stated and motivated 2. Students’ contributions encouraged and built upon 3. Individual tasks designed to enable students to “move along” by themselves 4. Group activities planned that enable students to collaborate on a joint outcome 5. Specific comments given to students such as they are on the right path and in what way

Modeling Quality From Attribute Chart Notes 1.Students asked to demonstrate to the class how they did something 2. Students encouraged to suggest ways a solution can be improved 3. Formats and structures provided for writing and recording findings 4. Students were shown a range of other students’ work to assist them in evaluating their own work.

Providing Feedback From Attribute Chart Notes 1.Probing questions used to diagnose the extent of the students’ learning 2. Completed work analyzed to work out why a student has or has not achieved 3. Support given when achievement is satisfactory 4. Students offered constructive redirecting feedback 5. Students were told what they have and have not achieved with specific reference to their learning

Self-Assessment Notes 1.Students asked to review their own work, record their progress, and suggest ways they can improve 2. Students guided to improve a process 3. Time provided for students to reflect and talk about their learning 4. Students helped to understand their achievements and know what they need to do next to make progress

Reflection and Discussion Upon completion of this session, do you or will you be able to: Understand the definition of Formative Assessment and its Attributes Recognize the use of Formative Assessment in teaching methods Align a given activity with the Attributes Create Formative Assessment activities for the classroom

Connect the Dots Thanks for Attending and remember to have “Fun” with “Formative”Assessment Jay Martin, Beth Tsai,