1. Formative Assessment in the Driver’s Seat Melissa K. Passehl Office of Student Assessment Department of Public Instruction November 17, 2015 ACP Leadership Conference

2. In This Session Wisconsin’s Strategic Assessment Systems CCR; setting the context; brief explanation; key messages Formative Practices The “why and how” of transforming teaching & learning Using Formative Practices in ACP Driving personalized learning and academic & career planning

5. How do we know if kids have learned? Students and teachers use a variety of methods to assess learning—from in-the-moment formative assessments that drive instruction—to periodic checks on progress, and summative assessments that evaluate overall learning.

6. How do we know if kids have learned? Schools strategically assess learning and balance their data needs by using efficient assessment systems to produce the necessary information with the least amount of testing.

7. Wisconsin’s new balance emphasizes the: Purposeful alignment of assessments and their resulting data to drive decision-making Critical role that formative practices play in driving teaching & learning Implementation of high quality assessments that produce reliable and valid information about students’ readiness for college & career, with the least amount of testing. Strategic Assessment Systems

8. Based on ongoing evaluation of and reflection on student’s interests, abilities, values, and goals Provides information needed to make informed choices about education, training, and careers Activities related to ACP are already happening in schools, including those related to assessment practices (i.e., conferencing, inventories, goal setting, etc.) Key Features of ACP SAS & ACP: Alignment Key Features of SAS Purposeful alignment of assessments and their resulting data to drive decision-making Critical role that formative practices play in driving teaching & learning Implementation of high quality assessments that produce reliable and valid information about students’ readiness for college and career, with the least amount of testing.

9. A New Balance

10. Videos, materials, facilitation guides, briefs, etc. Content & Learning, ELA/Mathematics WISElearn New Formative Practices Position at DPI DPI’s Formative Resources

11. A New Balance

13. Formative Assessment is: A. Mini/informal benchmark or summative tests B. Immediate feedback allowing teachers to adjust instruction in the moment C. Student self-reflection promoting metacognition, self-regulation, student ownership of learning D. All of the above Defining Formative Assessment

14. Formative assessment occurs within the instructional cycle Provides immediate feedback to inform next steps At its core, formative assessment is a reflective practice for students and teachers Formative practices are the most powerful form of assessment because they’ve been shown to lead to improved student outcomes. Key Features of Formative Assessment

15. Student-centered Require student reflection Require student goal-setting Rely on feedback Embedded into the instructional cycle and classroom setting Powerful because they can lead to improved student outcomes Common Features: ACP & Formative Assessment

16. Activity Formative ExamplesACP Examples Student CenteredJournalingSelf-awareness Activity Student Reflection Student Goal SettingSequence of Courses Relies on student and teacher feedback Portfolio Embedded into instruction Improves student outcomes

17. Questions & Feedback

18. Melissa K. Passehl melissa.passehl@dpi.wi.gov Thank You!