1. Assessments for Learning
The Framework for Formative Assessment

2. Today’s Standards 5. Assessment Strategies:
The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population.

3. Today’s Standards 6. Assessment Uses:
The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students and parents.

4. Today’s Agenda Opening Self Reflection on Formative Assessment
Practices
Work Sessions
Review Key Concepts
Test Sort Challenge
Closing
Next Steps for Classroom Implementation

5. 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)

6. What are summative and formative assessment?
The garden analogy
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.

7. Warm Up Evaluation Types
List different ways you assess student learning in your classroom.
Evaluation falls into three categories:
Tests
Assessments
Other

8. Balanced Assessment Assessment can be viewed as 3 types:
Assessment of Learning:
Summative Assessment: High stakes testing, AYP, Graduation, End of Unit Tests, etc.
Assessment for Learning:
Formative/informal: Daily, ongoing, questions, observations, checkpoints, etc.
Assessment as Learning:
Students self reflect as they are learning, rubrics, checklists, etc.

9. Work Period Venn Diagram
Assessment For Learning
Assessment as Learning
Assessment of Learning

10. Let’s check out…

11. What lessons can be learned from Forest Lake Elementary?

12. Growth Producing Feedback
Immediate
Specific w/questions
Responsive (Students respond to improve work)
Includes self-evaluation and work with peers
Thumbs strategy identifies student misconceptions
Correct/work to reorient student thinking
Encourage a variety of strategies for new learning

13. Quality of Feedback Research shows:
Students do not benefit to marks and grades alone
Feedback improves learning with specific guidance and NO OVERALL GRADES
Students must be given opportunities to work on their difficulties and ways to improve.

14. Big Picture of Assessment
Student perceptions of “Testing”
Weapon
“Gotcha”
Failure
From:
To: Tool
From:
To: Support
From:
To: Success

15. “The test is tomorrow, so make sure you study!”
Is School a “Hoop Jump”?
To what extent are the following familiar/typical in conversations with students?
“You have so many missing assignments you are in danger of failing this class!”
“What do I have to do to get a passing grade this quarter?”
“What score do I have to get on this test to get an A”?
“The test is tomorrow, so make sure you study!”
“This will be on the test, so pay attention!”

16. Language of Learning
How can we communicate to students in our daily conversations what we are about is LEARNING?
You’re learning? Good! What is the evidence?
How did you do with today’s learning?
How is your learning coming along?
How would you rate your understanding of …?
How can I help?
What are some ways you can show what you know?

17. and the test scores and grades will take care of themselves.
Thought for Today…
Emphasize
learning
and the test scores and grades will take care of themselves.

18. Closing “A grade should represent the effort one puts into a course.”
We will debate the following:
“A grade should represent the effort one puts into a course.”
If you are on my left, take the affirmative.
If you are on my right, take the negative.