1. Implementing Formative Assessment Processes: What's Working in Schools and Why it is Working Sophie Snell & Mary Jenatscheck

2. We are learning to: Implement the Five Strategies of Formative Assessment Be a resource for colleagues We will know we can do this when we can: Define Formative Assessment Apply practical ideas to the classroom Coach others to embed formative assessment processes into the classroom

3. I G SMALL B

5. It’s a process.

7. The Five Strategies of Formative Assessment by Dylan Wiliam #1. Clarifying, sharing, and understanding learning intentions and criteria for success. #2. Eliciting Evidence of Learner’s Achievement #3. Providing feedback that moves learning forward. #4. Activating students as instructional resources for one another. #5 Activating Students as Owners of Their Own Learning

8. Activating students as instructional resources for one another. Clarifying, sharing, and understanding learning intentions and criteria for success. Five Key Strategies of Formative Assessment By Dylan Wiliam. Providing feedback that moves learning forward. Eliciting evidence of learner’s achievement. Activating students as owners of their own learning.

9. #1. Clarifying, sharing, and understanding learning intentions and criteria for success.

10. Learning intentions describe what students will learn (not what they will do) during a lesson (1-3 class periods); success criteria are indicators of progress toward - in other words, they explicitly state performances of understanding or skills – what students will say, do, make, or write – to indicate that they have met the learning intentions. -Margaret Heritage

11. Unit ~ 2-4 Weeks ~ 1-4 Days Daily Lesson Objectives - Marzano Learning Intentions - Heritage Learning Targets - Moss & Brookhart Instructional Objective - Moss & Brookhart Learning Progressions – Popham Learning Goals - Marzano Lesson Purpose - Fisher, Frye & Rothenberg Learning Intentions - Wiliam Vocabulary is Inconsistent

12. What Works? Begin with an examination of student work examples wrapped around the learning intention (Wiliam, 2015). Learning intention leave out the context of the learning. For example, if students are learning to add two digits the learning intention is not: ‘By the end of the lesson students will be able to add 24+32’ (Clarke, 2003). Rather than differentiating learning intentions, differentiate success criteria (Wiliam, 2015).

13. Common Mistakes Learning intentions are not the focal point of the lesson and are not continuously addressed throughout the lesson. Excessive numbers of learning intentions. Teachers include either learning intentions or success criteria but not both.

15. #2. Eliciting evidence of learner’s achievement.

17. What Works? Elicit evidence of student learning in multiple ways. At least every twenty minutes of group instruction a teacher should get a response from every single student Wiliam, 2015). Shift from listening evaluatively, e.g. is the students response right or wrong, to listening interpretively, e.g. what do the students responses suggest about their thinking that can be used to improve instruction (Davis, 1997).

18. Common Mistakes The evidence teachers are checking for is not aligned with learning intentions or success criteria. Teachers aren’t clear enough on learning intentions to direct them to seek out that evidence within student learning. Teachers don’t record evidence of student learning consequently it is challenging to keep track of a large number of student responses.

19. #3. Providing feedback that moves learning forward.

20. Sadler conceived of formative assessment as a feedback loop to close the gap between the student’s current learning status and desired learning goals. He made clear that information itself is not feedback, but only becomes feedback when it is actively used “to alter the gap” (Sadler, 1989, p. 121).

21. Information becomes feedback only when the person receiving it recognizes it as such and uses it to improve his or her work (Moss & Brookhart, 2015 ). When we try to determine what kind of feedback works, therefore, we are asking the wrong question. What matters is what response the feedback triggers in the recipient (Wiliam, 2012).

22. What Works? When delivering feedback think about how recipients might react. Focus on the reaction of the students, not the feedback (Wiliam, 2015). Develop a growth mindset in students (Dweck, 2007). Once feedback is given build in time for students to respond to the feedback (Wiliam, 2015).

23. Common Mistakes Feedback is given below student’s level of understanding resulting in a lowering of effort as students feel they already understand the learning intention. Feedback is given beyond student’s level of understanding leaving them overwhelmed. Feedback focuses on praise of the person (Dweck, 2007).

24. #4. Activating students as instructional resources for one another.

25. What Works? Provide formal training and modeling on the necessary skills for giving and receiving feedback in small groups. Teachers give detailed feedback on one fourth of the work, quickly look over another fourth, peer assessment provides feedback on one- fourth, and self-assessment provides the final one-fourth. Tie the feedback to the learning intentions and success criteria, giving students a specific purpose for giving and receiving feedback (Marzano, 2015).

26. Common Mistakes Teachers assume students understand group processes. The teacher asks students to grade other students’ work for the teacher. The teacher does not specify for students what type of feedback to give.

27. #5. Activating students as owners of their own learning.

28. “One of the best signs of a successful education is ….that the learner has developed both the ability to recognize what he or she does not know and the means for arriving at the answer.” -Williamson et al. 2002

29. Students cannot learn how to assess and regulate their own learning and work unless they have a clear picture of quality against which they can compare and improve what they are doing as they are doing it (Moss & Brookhart, 2012).

30. What Works? Align learning to personal goals. Connect effort to success. Use a rubric or checklist not to score against but to assess what students can learn from the tool to improve their work.

31. Common Mistakes Activating students as owners of their own learning is not tied to learning intentions. At least initially, teachers aren’t providing very specific aspects of learning for students to focus on.