Eye accessing cues

Policy 4.2.1

What’s the difference?

Canady and Hotchkiss (1989)

 Formative assessment is designed to provide direction for improvement and or adjustments to a program for individual students or for a whole class, that is quizzes, initial drafts, attempts, homework and questions during instruction.

All evidence is collected over time from 3 different sources to ensure it is reliable and valid Observations ConversationsProducts

 Summative assessment is designed to provide information to be used in making judgments about a student’s achievement at the end of a period of instruction, this is test, exams, final drafts, assignments, projects and performances.

 Too often, educational tests, grades and report cards are treated by teachers as autopsies when they should be viewed as physicals.  Reeves, 2000

1. “Information about learning can be gained from any assessment designed to produce such information, but if this is used for recording purposes or for long-term curriculum improvement, it will not help the learning of the students currently involved. It might be formative for the teacher, but not for the students.” (page 122, Assessment for Learning: Putting it into Practice) 2. Once a piece of work is marked, learning ends. (unknown)

 How do you turn the following into formative assessment tools?  Math Test  Science Lab  Fine arts lesson (art, drama, P.E.)  As a teacher what would you do? How would you plan and implement this?  If I were a student, what would I see and experience?

Findings from Ruth Butler’s research on 132 year 7 students: Students given only marks made no gain from the first to the second lesson. Students given only comments scored on average 30% higher. Giving marks alongside comments cancelled the beneficial effects of the comments. Research conclusion: If you are going to grade or mark a piece of work, you are wasting your time writing careful diagnostic comments. Wiliam (1999)

Fair or not?

 Heather’s Grim Grades –  What Counts?  Rick’s Mysterious Falling Grades?

 Heather’s Grim Grades – formative and summative  What Counts? Factors determining grades  Rick’s Mysterious Falling Grades – Effort, behavior and attendance ?

What could it look like?

 Math 8 Mark book  Off Target: Methods of Assessment  On Target: Learning Goals  Samples  Discussion:  Reflect: What does my mark book look like?  Discussion: What will I change in the future from having this discussion today? How could this change benefit the students learning?

 Resources Used for Today’s presentation… 1. How to Grade for Learning by Ken O’Connor 2. Smerging Data: Grading … More than Just Number crunching by AAC 3. Conversations to Enhance Learning by Anne Mulgrew and Elisa Rawe – AAC 4. Inside the Black Box: Raising Standards through Classroom Assessment Article by Paul Black and Dylan Willam. 5. Zero Alternatives Article by Thomas Guskey