1. Formative Assessment in the Classroom

2. Objectives for Today Define formative assessment Identify attributes and key features of formative assessment Discuss current formative assessment practices in classrooms

3. Think-Pair-Share Students practice simplifying expressions using the think- pair-share strategy. Retrieved from https: www.teachingchannel.org/videos/think-pair-share-lesson- idea

4. T-Chart Make a T-chart to take notes from the video In the S column, what are students doing and saying? In the T column, what is the teacher doing and saying? StudentsTeacher

5. Questions Why is it important to allow students time to try the problem independently? How does the discussion in pairs help students consider their thinking? What is the purpose of the whiteboards? Reference: Teaching Channel

6. NC Adopted Definition of Formative Assessment “Formative Assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve intended instructional outcomes” (CCSSO FAST SCASS, 2006). What practices and strategies in the video aligned with this definition? Explain why you think that way to your shoulder partner. ¶

7. Key Points to Understand FA Learning targets Criteria for success Collecting evidence of learning Documenting evidence of learning Descriptive Feedback Self-assessment Peer assessment Collaboration Misconceptions Which attributes or key points did you notice in the think- pair-share video? ¶

8. Brainstorm in groups of three Are you seeing educators use formative assessment as a process? If yes, how and how often? If no, what can be done to guide them to implement formative assessment?

9. Why Formative Assessment? Learner-centered, teacher-directed, mutually beneficial, formative, context-specific, ongoing, and firmly rooted in good practice (Fisher and Frey, 2007). Provides information on what an individual student needs to practice; to have re-taught and to learn next.

10. Benefits of Formative Assessment Valuing and believing students Sharing learning goals with the students Involving students in self-assessment Providing feedback that helps students recognize their next steps and how to take them Being confident that every student can improve Providing students with examples of what we expect from them

11. Assessment Comparison Chart Formative Assessment Interim/Benchmark and Summative Assessments Occurs daily during instructionGiven intermittently or at the end of learning NOT gradedScored - may or may not be graded ProcessProduct Descriptive feedbackInterim/Evaluative feedback ContinuousPeriodic Examples:  Questioning  Discussions  Learning Activities  Teacher-student conferences  Interviews  Student Reflections/Journals  Observations Examples:  Mid-term and end of unit assessments  9-week or quarterly assessments  Districts assessments  Commercial products  Teacher created quizzes and tests  Textbook quizzes and tests  State test scores  SAT and ACT scores Assessment FOR learningAssessment OF learning

12. Exit Slip Write down one next step that you will take to advance the implementation of formative assessment.

13. Contact Information Carmella Fair Carmella.Fair@dpi.nc.gov NC FALCON Coordinator | Learning Systems Division