1. Formative Assessment:
Facilitating Discourse
with Teachers
By Cheryl Meredith
Math Coach

2. Assessment vs. Evaluation
Assessment OF
Learning
SUMMATIVE Assessment
Assessment FOR
Learning
FORMATIVE Assessment
Assessment AS
Learning

3. Both summative and formative assessment are necessary....
But how do we keep them in balance?

4. Activity 1: Building a case for formative assessment
Responding to teachers’ questions about formative assessment....
Chart paper, Organize your staff to brainstorm answers to questions about formative assessment.
“What is formative assessment? Who uses formative assessment? When do you use formative assessment? Where do we use F.A.?
Why do we use F.A.?
Provide opportunity for Group Debrief and Discussion.
Where?
What?
Why?
Who?
When?

5. How? What does formative assessment look like in the classroom?
Where am I going?
Where am I now?
How can I close the gap?
Seven Strategies of Formative Assessment
These 3 questions provide the framework for incorporating formative assessment into classroom practice

6. 1) Clear learning targets
Where am I going?
1) Clear learning targets
Teacher
Students
Understanding the outcome(s) and skills involved
Understanding the purpose of the assessment
Share the outcomes and learning goals with students in student friendly language, at the beginning
2) Provide exemplars
Show samples of strong/weak work
Allow students to co-construct criteria to assess work
Know what success looks like
Be able to articulate evidence of learning
Model setting criteria for good work and constructing rubrics

7. 3) Regular descriptive feedback
Where am I now?
3) Regular descriptive feedback
Teacher
Students
Design formative assessments that provide good descriptive feedback from students
Focus on attributes of student work not work habits
Label what students did well, give specific steps to improve
Engage students in communicating their learning
Help students use feedback to make improvements to their work
A good strategy for giving feedback is 2 stars and a wish. Give two positive comments and one wish for improvement.
Great Job!! vs. Good strategy, remember to include units.

8. 4) Teach students to self–assess and set goals
Where am I now?
4) Teach students to self–assess and set goals
Teacher
Students
Model self assessment and goal setting
Provide opportunities for students to self-assess and make improvements
Provide graphic organizers for students to track their assessments and progress
Have students self-assess before teacher feedback
Keep a record/log
Portfolios-compare work samples to establish criteria and explain/show growth
Give feedback to classmates
Help students identify needs and set goals
Students will engage in self-assessing if they know they will have opportunities to improve

9. 5) Focus on one aspect of quality at a time
How do I close the gap?
5) Focus on one aspect of quality at a time
Teacher
Students
Know the skills involved in an outcome
Focus on one aspect at a time
Offer feedback on that aspect
Help students focus on one component
Help students understand that all parts must ultimately come together

10. How do I close the gap? 6) Teach focused revision Teacher Students
Model how to make revisions
Provide exemplars
Facilitate group discussions on revisions
Help develop checklists for revision
Have students brainstorm advice for improvement to work samples
Have students work in pairs on revisions
Move students to analyse and revise their own work
Relates back to setting criteria and constructing rubrics

11. How do I close the gap? 7) Self-Reflection and tracking Teacher
Students
Use student work and feedback to help reflect on classroom practices and inform next steps of instruction
Take the to help students reflect and communicate their progress
Help students track progress
Engage students in activities that help them reflect on their learning
Have students share and communicate their progress
time
* Can use exit/entry slips, math journals, monthly portfolio summaries, etc to get students to focus on self-reflection and tracking their learning,

12. 7 Strategies of Formative Assessment:
Provide clear learning goals
Use exemplars of strong and weak work
Offer descriptive feedback
Teach students to self-assess and set goals
Focus on one aspect of quality at a time
Teach students focused revision
Engage in self-reflection and track learning
(progression that unfolds over time)
Talk about the progression- ex: students will have trouble self-assessing if they don’t understand the learning goals/outcome

13. Activity:
Discussion around the reasons why teachers might be resistant to using formative assessment....
If there is resistance in your school, part of dealing with resistance is understanding the reasons behind it
Chart paper to record answers. This discourse should help bring forward issues about formative assessment that can help formulate a plan of support that may be needed to move formative assessment forward in your school.
Ex: afraid to try something new or lose control

14. Resources:
Anne Davies website:
Classroom Assessment for Student Learning: Doing it Right – Using it Well by Stiggins, Arter, &Chappuis
Self-Assessment and Goal-Setting by Kathleen Gregory, Caren Cameron, & Anne Davies
Conferencing and Reporting by Kathleen Gregory, Caren Cameron, & Anne Davies