1. FLIPPING ASSESSMENT ‐ IT JUST MAKES SENSE Cathy Box, Ph.D. Lubbock Christian University Cathy.box@lcu.edu Twitter: @cathybox Blog: alearningboxblog.weebly.com

2. So you’ve flipped your classes, now what? Changing what we do in the classroom necessitates a change in how we assess the learning.

3. Session learning targets ■Learn what formative assessment is ■Identify FA strategies that work well in a flipped classroom

4. Todaysmeet.com/HEFLC

5. Formative Assessment (also known as Assessment for Learning) ■Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning. Jan Chappuis, 2015

6. What the research says… ■Dylan Wiliam and Paul Black ■9 years, 160 different journals, 580 articles later… ■Findings – A look inside the black box…

7. The Evidence “Is there evidence that improving formative assessment raises student achievement?” The answer is an unequivocal yes. ■Strengthening the practice of formative assessment produces significant and substantial gains in student achievement. ■There have been few initiatives in education with such a strong body of evidence to support a claim to raise standards.

8. Achievement for High and Low Students after FA Intervention

9. Formative Assessment and Higher Education ■Stull, Varnum, Ducette, Schiller, and Bernacki, 2011. The many faces of formative assessment, International Journal of Teaching and Learning in Higher Education, Volume 23, Number 1, 30-39 http://www.isetl.org/ijtlhehttp://www.isetl.org/ijtlhe ■Nichol, Macfarland-Dick, 2006. Formative assessment and self- regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education. Vol. 31, Issue 2.

10. Traditional assessment in higher education On your dry erase board, write the first word that pops into your head when you think of assessment in a traditional college course.

11. A flipped classroom provides the perfect platform for leveraging the power of formative assessment and may be the key ingredient to its success

12. Assessment for Learning (Formative Assessment) goals A A A A A AA Point A: Students’ Knowledge Point B: Learning Goals Where Am I Going? Where Am I Now? How Do I Close the Gap? A A

13. Seven Strategies of Assessment for Learning

14. Seven Strategies of Assessment for Learning (Jan Chappuis, 2015) Where Am I Going? 1. Provide students with a clear and understandable vision of the learning targets 2. Use examples of strong and weak work Where Am I Now? 3. Offer regular, descriptive feedback during the learning 4. Teach students to self-assess and set goals for next steps How Can I Close the Gap? 5. Use evidence of student learning needs to determine next steps in teaching 6. Design focused instruction, followed by practice with feedback 7. Provide students opportunities to track, reflect on, and share their learning progress

15. Where Am I Going? Provide students with a clear and understandable vision of the learning targets

17. Where Am I Going? Use examples of strong and weak work 1.Provide a student friendly rubric up front 2.Have students use the rubric to assess weak work (Individual, group, class) 3.Have students use the rubric to asses strong work (Individual, group, class) 4.They complete their assignment 5.TSAR 6.Revise 7.Submit

18. Where Am I Now? ■Offer regular, descriptive feedback during the learning –The presence of feedback does not improve learning….It is the quality that determines its effectiveness ■Attributes of effective feedback –Directs attention to the intended learning, pointing out strengths and offering specific information to guide learning –Occurs during learning, while there is still time to work on it –Does not do the thinking for the student –Limits the corrective information to the amount of advice the student can act on

19. Feedback ■Use your dry erase boards to describe attributes of effective feedback

20. The flipped classroom provides the perfect opportunity to give students effective feedback in a timely manner that can be used to move the learning forward.

21. Feedback ■Feedback is most effective in improving achievement if it is delivered while there is still time to act on it, which means BEFORE the graded event. –So, consider this: When students take a quiz, the score does not have to be used for a grade. –Use the results to help them know what still needs learning. ■Traffic light ■Put in groups for relearning ■Then test

22. Effective Feedback ■Success feedback –Identify what is done correctly –Describe a feature of quality present in the work –Point out effective use of a strategy or process ■Intervention –Indentify a correction –Describe a feature that needs work –Offer a reminder –Make a specific suggestion –Ask a question

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28. Three simple practices ■Making the learning targets clear –Students provide evidence of mastery ■Providing examples of strong and weak work –With a student friendly rubric –Self and peer assessment ■Effective feedback

29. Designing Curriculum for the Flipped Classroom ■In every module, include at least one strategy from each of the three goals (Where am I Going, Where am I Now, How can I close the Gap). ■Purposeful planning is key

30. For handouts and more information on Assessment for Learning ■http://www.alearningboxblog.weebly.comhttp://www.alearningboxblog.weebly.com ■Follow me on Twitter @cathybox