1. F ormative A ssessment T ransforming E ducation By Nancy Foster and Caroline Van Roestel-Seward

2. Goals  Clearly define formative assessment For learning  Compare Assessment Of, For and As learning  Become familiar with the book  Formative assessment Strategies  Apply strategies to personal lessons

3. What is formative assessment? Formative Assessment is: improvement focused not grade focused a process not a particular test or task used by both teacher and students provides feedback to teachers and students allows for adjustments in instruction and will improve students’ achievement

4. Transformative Assessment “It is not the nature of the test that earns the label formative or summative but the use to which that test’s results will be put.” W.James Popham 2008

5. From: Transformative Assessment by W.James Popham 2008 pg141

6. Why do formative assessment?  At least 20 studies show that the practice of formative assessment produces significant and often substantial learning gains (Black and Wiliam, 1986)  Formative assessment helps low achievers more than other students (Black and Wiliam)  It helps students become life long learners instead of focusing on competition of grades and fear of failure in low achievers

7. Is there evidence that improving assessment for learning raises standards? Assessment for Learning Research

8. YES … “…few initiatives have had such a strong body of evidence to raise standards.” Assessment for Learning Research

9. “…the average effect size was around 0.3 standard deviations… Research

10. 4 3 2 1 Quartile School Ranking by Quartile Research

11. 4 3 2 1 Quartile School Ranking by Quartile Research

12. “Effectively implemented, formative assessment can do as much or more to improve student achievement… Research

13. …than any of the most powerful instructional interventions, intensive reading instruction, one on one tutoring, and the like.” Adapted from Black & Wiliam ‘Inside the Black Box’ (1998) Research

14. What would Rick Stiggins say?

15. Assessment… OF LEARNING FOR LEARNING AS LEARNING

16. Assessment AS Learning Assessment FOR Learning Assessment OF Learning

17. Nourishment for the mind We must keep growing as teachers to improve our practice – part of being a teacher is being a learner

18. Using Oral Language to Check for Understanding Accountable Talk Noticing Nonverbal Cues Value Lineups Retellings Think Pair Share Misconception Analysis Whip Around

19. Chapter 2: Oral language StrategyDescriptionHow I can use it? Accountable Talk Nonverbal cues Value lineups Retellings Think pair share Misconception Whip around