1. Clinical intern Seminar February 1, 2016 Dr Melody Wilt
Formative Assessment
Clinical intern Seminar February 1, 2016
Dr Melody Wilt

2. Agree or Disagree
Of all the interventions a teacher can do in his/her classroom, formative assessment has the largest impact on student achievement.

3. Learning Objectives
Students will review and confirm/revise their understanding of the definition of formative assessment.
Students will be introduced to five “lens” for implementing formative assessment in their classroom.
Students will select one idea to try in their classroom within the next week.

4. What is formative assessment?
“to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers, to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the evidence that was elicited.” (Black & Wiliam, 2009 p. 9)

5. Unpacking Formative Assessment
Where the learner is going
Where the learner is now
How to get the learner there
Teacher
Peer
Student
Clarifying, sharing, and understanding learning intentions
Engineering effective discussions, tasks, and activities that elicit evidence of learning
Providing feedback that moves learners forward
Activating students as
resources for one another
So what is formative assessment in practice, this classroom formative assessment? Well there are three key processes: Where the learning going, where the learner is right now, and how to get there. You’ve got the row of the teacher, the peer, and the learner themselves. That gives us a matrix of nine cells. : And I could talk about the contents of each of these nine cells, but I think it makes sense to group some of these together.
The first one we call: Clarifying, sharing, and understanding learning intentions. This may be the most widely implemented, but the least well-done of all the strategies. In many districts now there is a policy there has to be a learning objective for every single lesson. The teacher writes it up on the board, the students copy into their notebooks, and subsequently ignore it for the rest of the lesson, but it’s okay if an administrator walks past, you are covered, there is a success criteria up on the wall…continue explaining each of the five strategies, in general.
When done, turn it over to Robb, who will say a few words about how to get more information and what’s coming in the future.
Activating students as
owners of their own learning

6. Where the learner is going
And the big idea
Where the learner is going
Where the learner is
How to get there
Using evidence of achievement to adapt what happens in classrooms to meet learner needs
Teacher
Peer
Learner

7. Clarifying, sharing and understanding learning intentions/success criteria

8. Share learning intentions/success criteria
1. Explain learning intentions at start of lesson/unit:
Learning intentions
Success criteria
2. Consider providing learning intentions and success criteria in students’ language (unpacking)
3. Use posters of key words to talk about learning:
E.g., describe, explain, evaluate
4. Rubrics (shared development)

9. Share learning intentions/success criteria
Use annotated examples of different standards to “flesh out” assessment rubrics (e.g., lab reports).
Exemplars – DON’T JUST PASS THEM OUT
Provide opportunities for students to develop their own test questions (variation)
Choose – Swap – Choose

10. Unpacking Formative Assessment
Where the learner is going
Where the learner is now
How to get the learner there
Teacher
Peer
Student
Clarifying, sharing, and understanding learning intentions
Engineering effective discussions, tasks, and activities that elicit evidence of learning
Providing feedback that moves learners forward
Activating students as
resources for one another
So what is formative assessment in practice, this classroom formative assessment? Well there are three key processes: Where the learning going, where the learner is right now, and how to get there. You’ve got the row of the teacher, the peer, and the learner themselves. That gives us a matrix of nine cells. : And I could talk about the contents of each of these nine cells, but I think it makes sense to group some of these together.
The first one we call: Clarifying, sharing, and understanding learning intentions. This may be the most widely implemented, but the least well-done of all the strategies. In many districts now there is a policy there has to be a learning objective for every single lesson. The teacher writes it up on the board, the students copy into their notebooks, and subsequently ignore it for the rest of the lesson, but it’s okay if an administrator walks past, you are covered, there is a success criteria up on the wall…continue explaining each of the five strategies, in general.
When done, turn it over to Robb, who will say a few words about how to get more information and what’s coming in the future.
Activating students as
owners of their own learning

11. Eliciting evidence Move away I-R-E
No hands up except to ask a question
Adopt Pose-Pause-Pounce-Bounce
Random
Phone a friend
I’ll be back…
Multiple choice can also do 50/50 or poll audience

12. Eliciting evidence Wait time (3-5) Think-Pair-Share
Evaluative vs Interpretive Listening
Reframing Questions
Why is _____an example of _____?
Compare/Contrast

13. Reframing questions Original Reframed Is carbon a metal?
Why is carbon not a metal?
Is this a sentence or a clause?
Why is this a clause rather than a sentence?
Is slate a metamorphic rock?
Why is slate a metamorphic rock?
Original
Reframed
What is a prime number?
Why is 17 prime and 15 not?
What was life under apartheid like?
How were the lives of blacks and white different under apartheid?
Is a bat a mammal?
Why is a bat a mammal and a penguin not?

14. Eliciting evidence Alternatives to Questions Hot Seat Questioning
All Student Response (can I move on?)
Thumbs Up
Fist to Five
ABCD Cards

15. ABCD Cards English (Diagnosis)
Which of these is correct?
Its on its way.
It’s on its way.
Its on it’s way.
It’s on it’s way.

16. What are you going to try this week?