1. Liza Lawson Mentor, La Joya 2015 TUHSD NHO
Warm-Up
Take a few moments and think of the most interesting thing you have learned today. Then share it with a neighbor.
Formative Assessment
Liza Lawson
Mentor, La Joya
2015 TUHSD NHO
1. TITLE

2. 2. ABOUT YOU

3. Outcomes Create a strong working definition of formative assessment
Investigate how formative assessment improves student learning
Practice identifying, revising, and creating formative assessments
3. OUTCOMES

4. Agenda What is a formative assessment?
How does a formative assessment improve student learning?
Wait, what? (common misunderstandings)
How can we implement this in the classroom?
What should I do now? (next steps)
4. AGENDA

5. What is Formative Assessment?
Share with the person next to you, your current understanding of FA. (2 min.)
5 pairs share with group.
Let’s look at the definition Ms. Sgrillo and I like:
5. DEFINITION

6. What is Formative Assessment?
A formative assessment is a learning process that partners the teacher and the students to gather evidence of learning to be used to adapt teaching to meet student needs.
5. DEFINITION

7. How does a formative assessment improve student learning?
Why do we want to use FA?
6. WHY

8. How does a formative assessment improve student learning?
Frequent assessment can help teach effective study skills (Frequent Tests Can Enhance College Learning, Study Finds)
“… improved formative assessment helps low achievers more than other students and so reduces the range of achievement while raising achievement overall” (Black & William, p. 3).
6. WHY

9. What makes an effective FA?
Wait, What?
A formative assessment is a learning process that partners the teacher and the students to gather evidence of learning to be used to adapt teaching to meet student needs.
What makes an effective FA?
7. MISUNDERSTANDINGS

10. What makes an effective FA?
Wait, What?
What makes an effective FA?
Active
Intentional
Cyclic
Continuous
Systematically gather evidence
Frequent
7. MISUNDERSTANDINGS

11. Common Misunderstandings
Wait, What?
Common Misunderstandings
Feedback
Grading
Frequency
7. MISUNDERSTANDINGS

12. Wait, What? Feedback Must happen Appropriate Type Timing Judgements
Personal Observations
Inferences
Data
Mediative Question
Timing
7. MISUNDERSTANDINGS

13. Wait, What?
Grading
Can they be graded?
When?
7. MISUNDERSTANDINGS

14. Wait, What?
Frequency
How often?
7. MISUNDERSTANDINGS

15. How can we implement these in the classroom?
Scenario 1: Luis wrote an argumentative essay at the end of his Romeo and Juliet unit. He received a rubric with the instructions for the essay. His essay was graded in accordance with the rubric and counts for 30% of his unit grade. When his essay was returned only a few days later, there were a number of comments including, “Please re-read your third paragraph. What might have been some other reasons that Romeo made that decision? When you have thought about it, come see me before or after school and share your ideas.”
8. SCENARIOS

16. How can we implement these in the classroom?
Scenario 2: Lena is doing white board practice in class. Every student has a whiteboard and begins writing when the teacher shows the new problem. The teacher is walking around and gets to about 3 students per question. When the teacher asks students to raise their boards, 20 out of 30 raise their boards. When the teacher meets with individual students he/she re-teaches the material those students need.
8. SCENARIOS

17. What should I do now?
Practice, practice, practice, practice. We have a teaching practice.
Work with Others
9. NEXT STEPS