1. Formative Assessment: Assessment for Learning

2. Targets: I can explain the importance of formative assessments I can explain the criteria for an assessment to be considered formative

3. Activity Define the term formative assessment?

4. What is Formative Assessment? A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended learning outcomes. (Council of Chief State School Officers, CCSSO) Council of Chief State School Officers (CCSSO)

5. Summative Assessment Assessments that provide evidence of student achievement for the purpose of making a judgment about student competence

6. Assessment Activity Sort the examples of assessments into two categories: formative assessment & summative assessment. Be prepared to discuss your ideas.

7. Formative Assessment

8. It is not the instrument that is formative; it is the use of the information gathered, by whatever means, to adjust teaching and learning, that merits the “formative” label.

9. Formative Assessment Why? Who is and is not understanding the lesson? What are this student’s strengths and needs? What misconceptions do I need to address? What feedback should I give students? What adjustments should I make to instruction? How should I group students? What differentiation do I need to prepare? “The purpose of formative assessment is to provide feedback to teachers and students during the course of learning about the gap between students’ current and desired performance so that action can be taken to close the gap.” (From Formative Assessment and Standards-Based Grading (2010) by Robert J. Marzano.)

10. Research suggests that formative assessment produces greater increases in students’ achievement than class-size reduction or increases in teachers’ content knowledge. ( William and Thompson 2007)

11. Instruments for Formative Assessment D etail A ligned T imely A ction

12. Common Core KCAS District Pacing Guides and Maps Teacher Lesson Plans Implement with fidelity and with assistance from support personnel. Assess and study results of assessments. This is the formative part. What do we do with the results?

13. Activity Handout: Before Reading Guide for “Classroom Assessment: Minute by Minute and Day by Day” Group Read of “Classroom Assessment: Minute by Minute and Day by Day” Share out of Information

14. The Big Problem OK, I’ve used formative assessments. I’ve analyzed them looking for students that are ahead of the game and those that are falling behind. Now what do I do?

15. Two Heads are Better than One Work with your table to develop a plan for using your formative assessment data. Remember that you will have students that are falling behind in all subjects. How will you prioritize their needs? CHART your results. Be prepared to share.

16. Examples: Regroup students across grade level (for an hour, day, or week) for remediation, practice, or extensions. Pull the student during your planning for some extra one- on-one time Assign a student that is ahead of the game to sit with and help the student that is falling behind Refer student to ESS and work closely with the tutoring teacher Have student stay after school or come early for some extra one-on-one time Work with student during pick up time to bus time Eat lunch with the student in your room to reteach the skill

18. The important thing about formative assessment is what you do with it. It is assessment for learning. It helps students understand where they are in relation to a standard. It motivates students to believe that success in learning is achievable. But the important thing about formative assessment is what you do with it.

19. Next Steps During PLC time, share the results from a formative assessment instrument, and discuss what instructional changes should be or were made based on the results.

20. Formative Assessment I used to think … But now I know …