1. WELCOME! This powerpoint was originally created by: Jackie Lakin, KSDE; Julie Aikins and Sandee Morris,ELA Educators It was revised for the 2014 Summer Academy by Sandee Morris and Carolyn Boyd

2. M OVING FORWARD, MAKING PROGRESS … Taking a NEW look at formative assessment! KSDE 2014 Summer Academy Presenters: Carolyn Boyd Sandee Morris

3. M OVING FORWARD, MAKING PROGRESS … Taking a NEW look at formative assessment! KSDE 2014 Summer Academy Presenters: Sandee Morris Kendelle Spielman

4. Norms A ssume Responsibility S eek Information P articipate Actively I ntegrate Information R espond and Act E xchange Ideas

5. Learning Goals (Outcome) Understand the SCASS and FAST definition of formative assessment. Recognize how to use formative assessment to make lessons more effective. Understand the components in a Formative Assessment Lesson Planning Guide. Success Criteria Participants are able identify lessons that support formative assessment. Participants will be ready to begin using a Formative Assessment Lesson Planning Guide.

6. QUICK WRITE! Please write your definition of: Formative assessment. 3 minutes, starting now!

7. W HAT E LEMENTS OF THIS DEFINITION DID YOU INCLUDE IN YOUR DEFINITION ? W ERE ANY ELEMENTS MISSING IN YOUR DEFINITION ? What IS formative assessment? “Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievements of intended instructional outcomes.” (FAST SCASS; 2007). Partner time 2 minutes..Begin!

8. 1. Formative assessment… 2. Interim assessment: Given periodically; predictive, evaluative, instructional 3. Summative assessment: Given after conclusion of instruction at end point in time; meet local, state and federal accountability requirements. 4. Curriculum-embedded tests: Deliberately incorporated into instructional activities. 5. Diagnostic assessment: Targeted to determine knowledge student does/does not possess; used when students are not making sufficient progress over time. 6. Universal screeners : Brief tests given to all students at a particular grade level periodically (2-3 times per year); monitor students’ progress and/or identify students at risk. 7. Progress-monitoring tests: Typically given weekly or biweekly to guage students’ progress toward mastery of targeted curriculum, skills, or knowledge.

9. Formative assessment IS… An ongoing, continuous process Participatory and interactive Part of the learning process Used by teachers AND students Used during instruction Designed to provide feedback and evidence Designed to adjust ongoing teaching and learning Designed to improve student achievement Linked to attributes and dimensions A model of true mastery learning Formative assessment is NOT…  A test, assessment, or quiz given at the end of a learning period  Just another test  “Once and done…”  A comparison of a student against other students  Necessarily graded  A requirement for a grading period What it IS; what it ISN’T…

10. QUICK CHECK If this is formative assessment respond by saying, “Formative Assessment”. If this is not formative assessment make no response.

11. F ORMATIVE ASSESSMENT … “The purpose of formative assessment is to close the gap between students’ current status and the intended learning goal. This is not the same as the ‘achievement gap’ that describes the gap in achievement between some subgroups of students and others. Students who are learning something new should have a gap, otherwise learning is not advancing.” Margaret Heritage

12. Using the Formative Assessment Rubrics, Reflection and Observation Tools to Support Professional Reflection on Practice (FAROP) Commissioned by the Formative Assessment for Teachers and Students (FAST) State Collaborative on Assessment and Student Standards (SCASS) of the Council of Chief State School Officers (CCSSO) Member States: Arkansas, Connecticut, Hawaii, Illinois, Iowa, Kansas, Kentucky, Maryland, Michigan and North Carolina By Caroline Wylie and Christine Lyon, Educational Testing Service May 2013 Follow Along

13. 4 Attributes of FORMATIVE ASSESSMENT (as identified by SBAC) Clarify intended learning Elicit evidence Interpret evidence Act on evidence

14. Examples of tasks & activities to elicit evidence of learning: Student work products (task/activity) (Examples: worksheets, lab experiments, performance tasks, essays, quizzes, journals..) Provide evidence of understanding Access to appropriate support to complete task Formal or informal review process (evaluation tool) Teacher synthesizes evidence

15. 5 ATTRIBUTES of EFFECTIVE FORMATIVE ASSESSMENT (as identified by FAST SCASS) Learning progressions Learning goals and criteria for success Descriptive feedback Self and Peer assessment Collaboration

16. Learning goals should: Focus students’ attention on what it is they are to learn, as opposed to the task they are to complete Be clearly identified Be communicated to students Help students make connections Be aligned to standards

17. “W E ARE MOTIVATED BY KNOWLEDGE GAPS, BUT PUT OFF BY KNOWLEDGE CHASMS.” Dr. Daniel Willingham, 2009.

18. Criteria for success should be: Clearly identified Communicated to students Have expectations that are explicitly identified to students Helpful to students in understanding what quality work looks like Helpful to students when ask to demonstrate their own learning

19. 10 D IMENSIONS OF F ORMATIVE A SSESSMENTS Learning Goals Criteria for Success Tasks and Activities that Elicit Evidence of Learning Questioning Strategies to Elicit Evidence of Learning Feedback Loops During Questioning Individualized Descriptive Feedback Peer Assessment Self-Assessment Collaboration Use of Evidence to Inform Instruction

20. T HE 10 D IMENSIONS OF F ORMATIVE A SSESSMENT L ESSON P LANNING T OOL SBAC Formative Assessment Attribute DIMENSIONDescription (see handout) Clarify Intended Learning Learning Goals/Targets (Common Core) Success Criteria“I can……” Elicit EvidenceTasks and Activities Questioning Strategies Key Misconceptions Questioning Strategies Self-Assessment Interpret Evidence Feedback Loops During Questioning Feedback Probes Individualized Descriptive Feedback Written Oral Peer Assessment Act of Evidence Use of Evidence to Inform Instruction Instructional Modifications Scaffolding or Independent Learning Collaboration

22. L ET ’ S APPLY ….. Is this Formative Assessment?

23. I S THIS AN E XAMPLE OF F ORMATIVE A SSESSMENT ? A third grade mathematics teacher had been working with his students in the area of determining the average and median of a set of numbers. He was aware of several of the typical misconceptions that students had about the concept of “median.” In particular, he knew that the students often did not think that ordering the numbers in a data set was a necessary first step. They often confused “finding the median” with “the middle number.” He wrote two multiple-choice questions to address these common misconceptions. At the start of the lesson the teacher reviewed what they had covered in regards to finding the median. He also wrote the learning goal on the board. “Today we will learn how to find the median of a set of numbers.” Students used electronic clickers for the opening questions as a quick review of previous lessons. The teacher presented both multiple-choice questions to the students. Almost all the students answered the two questions correctly. cont.

24. He was about to begin to address the goal for the day’s lesson when a student ask, “But there could be two answers, couldn’t there?” He asked the student to explain his reasoning to the class. The student explained that the problem could be solved in two ways – either select the middle number in the set, or put the numbers in order and then select the appropriate number. The teacher decided to poll the class and ask how many agreed with the student’s explanation of the two possible answers. Just over half the class agreed that the problem could have two different answers. The teacher, on-the-fly, wrote up two identical data sets on the board, each with five terms, except one set was ordered and the other was not. He asked students to think on their own and then discuss with a partner to decide whether the two sets had the same median value. As students discussed this with a partner, the teacher circulated around the groups, making some notes of what he heard in conversations. After about 5 minutes, he polled the class a second time, and now most of the students thought that the two sets had the same median. con’t.

25. From the notes that the teacher took as he listened to students, he was able to identify several students who had very clear explanations for why the two sets had the same median value. He called on those students first to share their thinking with the class, and then asked students who disagreed to give their explanations. One student who had not previously been convinced by her partner shared her new understanding with the class. The teacher decided that the class was now ready to move on to the planned part of the lesson, but made a note to return to this problem for the class-warm in a couple of days. End of Vignette

26. Y ES, THIS IS AN EXAMPLE OF F ORMATIVE A SSESSMENT Several attributes of effective formative assessment are illustrated. The teacher had a clear understanding of a learning goal. He also was aware of a common misconception that students have or develop in this particular area, and so created two questions to get at this misconception. Although students answered his questions correctly, he was still sensitive to the additional evidence provided by the one student who asked the question, and supplemented that evidence by a quick class poll. Realizing that although students were able to complete the procedural steps to find the median value, they clearly didn’t understand the concept yet, he adjusted his instruction by creating an additional question for them to discuss in pairs. Through listening he collected evidence. After facilitating and guiding students’ conversations the teacher decided that the class was ready to move on. However, he planned to return to this concept in a couple days to check that all students had internalized the concept.

27. I S THIS AN E XAMPLE OF F ORMATIVE A SSESSMENT ? A lower elementary teacher is working with his students on how to use the writing process to improve their own writing and to assist their peers. They are all working on writing personal stories around the topic of animals to publish in a class magazine. He introduces the idea of Two Stars and a Wish as a way to provide feedback. ( The reader identifies two positive aspects of the piece of work (the stars), and one specific suggestion for improvement (the wish). He begins by explaining that the feedback he uses on their writing adheres to this very same principle. Now students will use the Two Stars and a Wish approach as they work in writing groups. They discuss as an entire class the types of comments they might write when addressing positives aspects as well as comments to write when suggesting improvements. They also discuss the types of comments that would not be appropriate to write to a peer. The teacher then reminds students about their current writing project. He returns the writings to each student, and asks them to reread their essays and to review his comments. con’t

28. He then directs them to discuss with their partner the feedback given and specific ways they might improve on their next draft. During the student discussions, the teacher circulates, offering suggestions to those who had difficulties planning their next steps. During the next lesson, the students revise their work, and then begin peer editing using the Two Stars and a Wish approach. He reminds them of the conversation they had about appropriate and inappropriate comments, of the type of comments he had written, and of the purpose of writing these stories to share in the class magazine. As students peer edit and provide feedback to their partners, the teacher again circulates and makes suggestions, as necessary. The sharing of the feedback process is repeated and students then have an opportunity to make final revisions before submitting their final work for inclusion in the magazine. End of Vignette

29. Y ES, THIS IS AN EXAMPLE OF F ORMATIVE A SSESSMENT This example focuses on the following attributes of effective formative assessment: collaboration, the use of descriptive feedback and self- and peer-assessment. The teacher introduced a new structure for the students to give feedback to each other. The collaboration between and among the teacher and the students was evident in the way that he modeled the feedback approach and also gave students an opportunity to think about appropriate and inappropriate comments to write. The feedback provided by the teacher not only modeled the approach, but also was part of the learning process. An important aspect of this instruction was that the teacher provided a structure for the students to review the feedback, and decide what they would do in the light of the feedback, using a peer as a sounding board, in order to stimulate action. Giving feedback without the time to react to it is of little value. con’t

30. When it was time for the students to analyze the writing of their peers, the teacher revisited the earlier discussion about the structure of Two Stars and a Wish and the types of appropriate feedback. The peer assessment was done in quite an informal way, without descriptions of performance levels, but the students had a clear purpose and audience for the writing, and the Two Stars and a Wish approach provided structure. End of Formative Assessment explanation

31. I S THIS AN E XAMPLE OF F ORMATIVE A SSESSMENT ? District-developed monthly assessments are to be administered to all students at the end of each of the school’s first eight months. The assessments are based on state-authorized curricular goals for the grade and subjects involved. Because district administrators insist that teachers send results of these tests home to parents, all teachers do so. Yet, because the content covered by the monthly tests typically doesn’t coincide with what is being taught at the time the tests are administered, teachers rarely alter their instruction based on students’ performances on the monthly assessments. End of Vignette

32. N O, THIS IS NOT AN EXAMPLE OF F ORMATIVE A SSESSMENT In this example, we see neither teachers’ adjustment of their instruction nor students’ adjustment of their learning tactics. Thus, this probably well-intentioned distribution of the monthly assessments’ results to parents would constitute a counter-example of formative assessment.

33. I S THIS AN E XAMPLE OF F ORMATIVE A SSESSMENT ? A teacher begins an ELA lesson by asking a series of planned questions about a story students have finished reading. The teacher reminds the students of the learning goals for the week, which focus on identifying the main idea and supporting details within a story. Her questions require careful analysis by students, so she structures her approach by first asking students to think about the answers as individuals and then discuss the answers in small groups. Each group is to: reach consensus on a single answer (for the main idea) and record the answer on a white board given to a designated member of each group. The teacher identifies, while the groups were working, individuals and/groups having difficulty understanding the main idea. Summaries of each group’s main idea varies widely in accuracy and clarity. Near the end of the lesson the teacher asks each student to choose the best main idea and then on an Exit Ticket identify the main idea they choose and tell why this is their choice. The teacher uses the Exit Ticket to determine the starting place for tomorrow’s lesson. End.

34. Y ES, THIS IS AN EXAMPLE OF F ORMATIVE A SSESSMENT As the teacher planned for this lesson she formulated a series of questions to ask students to address the learning goal- identification of the main idea. She planned this series of questions to help students think deeply about the main idea. (scaffold their thinking) She also planned for a way for students to share their thinking with her and with members of the class*. Finally, the teacher used the Exit Ticket to attain evidence of individual student learning during the lesson and to plan a starting point for the next lesson. Note: Vignette modified from the examples given in: FORMATIVE ASSESSMENT: EXAMPLES OF PRACTICE A WORK PRODUCT INITIATED AND LED BY E. CAROLINE WYLIE, ETS, FOR THE CCSSO FORMATIVE ASSESSMENT FOR STUDENTS AND TEACHERS (FAST) SCASS

35. I S THIS AN E XAMPLE OF F ORMATIVE A SSESSMENT ? The teacher knows a text the students are about to encounter will be more easily understood if the students know and use text features as well as the text. Before working with this text the teacher decides she needs to review text features and observe the students working with them. The lesson begins with the teacher posting the learning goal on the board. She writes, “Today we will learn about different types of text features that help us when we read.” The teacher, with her students, constructs an anchor chart showing various text features. Students then work in pairs, with an informational text, using sticky notes to label the text features found in the text. While students work, the teacher records observations about student responses. Later she will use these notes to decide on the direction of the next lesson.

36. Y ES, THIS IS AN EXAMPLE OF F ORMATIVE A SSESSMENT The teacher is aware of learning progressions. Before using text Features effectively to understand a non-fiction text she must determine if the students identify text text features. Knowledge/identification is necessary to apply. The teacher has the students participate in constructing an Anchor Chart with her. During this time she is able to teach unknown text features, clear up misconceptions with any text features, and provide a chart for reference when students embark on “paired work.” By having the students work in pairs she provides the time to observe and listen to the understanding of the students.

37. T HE 10 D IMENSIONS OF F ORMATIVE A SSESSMENT L ESSON P LANNING T OOL SBAC Formative Assessment Attribute DIMENSIONDescription (see handout) Clarify Intended Learning Learning Goals/Targets (Common Core) Success Criteria“I can……” Elicit EvidenceTasks and Activities Questioning Strategies Key Misconceptions Questioning Strategies Self-Assessment Interpret Evidence Feedback Loops During Questioning Feedback Probes Individualized Descriptive Feedback Written Oral Peer Assessment Act of Evidence Use of Evidence to Inform Instruction Instructional Modifications Scaffolding or Independent Learning Collaboration

38. 5-I understand the definition of formative assessment and I am able to teach others about the components of the Formative Assessment Lesson Planning Guide to develop lessons. 4- I understand the definition of formative assessment and I am able to develop lessons using the Formative Assessment Lesson Planning Guide. 3- I understand the definition of formative assessment and I can collaborate with peers to use the Formative Assessment Lesson Planning Guide to develop lessons for grade level. 2-I understand the definition of formative assessment and the FAP, but not ready for application. 1-I have some understanding of the definition of formative assessment and the FAP. 0-Sorry, I was playing Candy Crush on my phone. Fist of Five 0________1________2________3________4________5