1. Exploring Formative Assessment Assessment for Learning Beaufort County Schools February 8, 2012

2. Before We Begin… Visit: http://region1rttt.ncdpi.wikispaces.net/  Add this wiki space to your favorites  Download and save the presentation found under “Region 1 Events”  Complete the ticket-out-the-door at the end of the training

3. Introductions Tell us about yourself! name school grade level

4. Can We Agree? Appreciation for one another Exchange ideas freely Influence what we can Opportunity to reflect Unite in purpose

5. Agenda Define Formative and Summative Assessment Explore the Formative Assessment Model Discuss Descriptive Feedback Discuss Examples of Formative Assessment Practice using the Formative Assessment Plan Participate in a Gallery Walk Complete a Self-Reflection Assessment and the Ticket-out-the-Door

6. Affinity Diagram Individually and Silently Consider the meaning of “assessment” Write one thought that comes to mind per sticky note ( You have 2 minutes- Ready set go…………… ) Silently Sort and categorize your sticky notes (You have 2 minutes- Ready set go…………… ) Record top five on chart paper Be prepared to share with the group

8. The Word ‘Assess’ Comes from the Latin verb ‘assidere’ meaning ‘to sit with’. In assessment one is supposed to sit with the learner. This implies it is something we do with and for students and not to students (Green, 1998)

9. Summative vs. Formative Assessment If we think of our children as plants … Summative assessment of the plants is the process of simply measuring them. It might be interesting to compare and analyze measurements but, in themselves, these do not affect the growth of the plants. Formative assessment on the other hand, is the equivalent of feeding and watering the plants appropriate to their needs - directly affecting their growth. THE GARDEN ANALOGY

10. Definitions Summative Assessments: Given periodically to determine at a particular point in time what students know and do not know. Examples- State assessment, District benchmark assessments, End-of-unit/chapter tests, End-of- term/semester tests. Formative Assessment: Part of the instruction process. Informs both teachers and students about student understanding at a point when timely adjustments can be made. Examples- Criteria and goal setting, Observations, Questioning Strategies, Self and peer assessment, Student record keeping. More to Come!

11. Some More Definitions Formative Assessment “… often means no more than that the assessment is carried out frequently and is planned at the same time as teaching.” (Black and William, 1999) “… provides feedback which leads to students recognizing the (learning) gap and closing it … it is forward looking …” (Harlen, 1998) “ … includes both feedback and self-monitoring.” (Sadler, 1989) “… is used essentially to circle back into the teaching and learning process.” (Tunstall and Gipps, 1996)

12. Some More Definitions Summative Assessment “… has increasingly been used to sum up learning” (Black and Wiliam,1999) “… looks at past achievements” “… adds procedures or tests to existing work” “... involves only marking and feedback grades to student” “… is separated from teaching” “… is carried out at intervals when achievement has to be summarized and reported.” (Harlen,1998)

13. Research Related to Formative Assessment Increase in meta-cognitive skills Increase in motivation Increase in self-efficacy Increase in learning Decrease in the achievement gap

14. ACTIVITY How you earned your drivers license. What if, before getting your driver’s license, you received a grade every time you sat behind the wheel to practice your driving. What if: –Your final grade for the driving test was the average of all your grades received while practicing? –How would possible low grades impact your final grade? –In the beginning of learning to drive, how confident or motivated to learn would you be? –Would any of grades received provide you with guidance on what you needed to improve your driving? –YOUR FINAL TEST- or SUMMATIVE ASSESSMENT- Would be the accountability measure that establishes whether or not you have the driving skills necessary for a driver’s license- not a reflection of all the driving practice that leads to it.

15. NC FALCON North Carolina’s Formative Assessment Learning Community’s Online Network http://www.ncpublicschools.org/acre/falcon/ http://www.ncpublicschools.org/accountability/educators/vision/formative

17. Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll.

20. Formative Assessment Model

21. Learning goals and criteria for success should be clearly identified and communicated to students. Clear Learning Targets Criteria for Success To answer the question “Where are we going?”

22. To answer the question “Where am I now?” Teachers must identify/pre- plan the instructional strategies that they will use to collect the evidence of student learning progress. Analysis of student learning will help teachers to design appropriate descriptive feedback to move students forward. Collect and Document Evidence Analyze Evidence

23. To answer the question “How do I close the gap?” Students should be provided with evidence-based feedback that is linked to the intended instructional outcomes and criteria for success. Descriptive Feedback Adjust Instruction

24. ACTIVITY Discuss the following questions with your shoulder buddy. (If you have a green card, you share first.) 1.Do you have confidence that every student in your class can improve? 2.What are some of the things that prevent us from assessing in a formative manner?

25. 5 Minute Break

26. Keep in Mind!

27. ACTIVITY What is good descriptive feedback and how often should we provide it? Discuss the question above with your shoulder buddy (If you have the red card, you can share first) Complete the descriptive and evaluative feedback activity sheet with your partner Share with the group

28. What Is Good Descriptive Feedback? Blindfold Activity Directions Red cards will place the blind fold on their shoulder buddy Red cards will describe the item given to them Green cards will identify the item based upon the descriptive provided

29. Examples of Formative Assessment

30. Examples Formative Assessments Criteria and goal setting Observations Questioning strategies Self and peer assessment Student record keeping

31. Additional Classroom Examples  Closing thoughts  Ticket out the door  Think- pair- share  Bar graphs  Fist to five, thumbs up/ thumbs down  Feedback Form  Self- reflection  Corners  Carousel  Response cards  Chalk talk  Quiz

32. Think-Pair-Share  Students think individually first  They share their thoughts with a partner  They share their thoughts with the class

33. Self- Assessment/Reflection Examples –Fist to five –Thumbs up/ thumbs down –Self-reflection –Corners –Chalk talk

34. Fist to Five 5 = Very Well 4 = Well 3 = Somewhat Well 4 = Not Very Well 5 = Not At All

35. Self- Assessment/Reflection Examples Corners Stand in the corner that is easiest for you Stand in the corner that is most difficult for you Chalk talk A written conversation about the content on the chalk board

36. Feedback Form A written form designed to elicit feedback from both the teacher and the student.

37. Ticket-out-the-Door Reflective sentence starters that students use to give a closing thought before leaving the classroom  One thing I learned today...  I wonder...  I´m confused about...  I believe...  One question I have is...  I now know...

38. Bar Graphs Students graph result their pre and post test to measure and reflect on their growth

39. Carousel Students write or draw what they know about a variety of topics

40. Quizzes Short quizzes can be effective ways for students and teachers to evaluate learning If they are pop quizzes, students shouldn´t be graded

41. ACTIVITY  Divide into grade/content area groups  On the chart paper provided: Identify a big idea or objective Identify the learning targets Identify the criteria for success Identify how you will collect evidence Discuss how you could document evidence

42. Table Assignments #1 BK-K #2Grades 1-2 #3Grades 3-4 #4Grade 5 #5ESL/AG/EC #66-12 SCI #76-12 SS #86-12 Math #96-12 ELA #10K-5 Electives #116-12 Electives #126-12 Electives 42

43. Gallery Walk Post complete plans on the wall Walk around and view each plan Make suggestions by adding sticky notes to each chart

44. What Did You Learn Today!

45. It is important to give students lots of feedback on every assignment. 1.True 2.False

46. Teachers should use more summative assessments than formative assessments. 1.True 2.False

47. Every assessment should be graded. 1.True 2.False

48. Formative and summative assessments should be related. 1.True 2.False

49. Assessments should take up the entire class period. 1.True 2.False

50. “Good job!” is an example of descriptive feedback. 1.True 2.False

51. Summative assessment means “assessment for learning” 1.True 2.False

52. This activity is an example of summative assessment. 1.True 2.False

53. Questions

54. Reflection Visit http://region1rttt.ncdpi.wikispaces.net http://region1rttt.ncdpi.wikispaces.net Complete the ticket-out-the-door by clicking on the link provided. Your feedback is important to us!

55. Contact Information Beth Edwards Elizabeth.edwards@dpi.nc.gov 252-916-6842 Dianne Meiggs Dianne.meiggs@dpi.nc.gov 252-340-0113 55