2. Formative Assessment “Look Fors” in the CTE Classroom 2016 TCTW Leaders Forum North Charleston, SC February 4, 2016 Lois Barnes loisjbarnes@comcast.net

3. Session Objectives Center leaders will Identify specific formative assessment instructional strategies that will improve their teachers’ instruction Analyze feedback and redo strategies for applicability and implementation at their centers

4. TIMER0:100:090:080:070:06 0:050:040:030:020:01STOP 0:200:190:18 0:170:160:150:140:130:12 0:110:30 0:290:280:270:260:250:24 0:230:220:21 1:000:400:390:380:370:36 0:350:340:330:320:31 0:500:490:48 0:470:460:450:440:430:42 0:41 0:590:580:570:560:550:54 0:530:520:51 Work individually. –Choose one of the writing prompts: A.When do your teachers (or you) assess students? B.Why do you assess? http://oneminutewriter.blogspot.com

5. WHEN AND HOW DO TEACHERS ASSESS? Traditionally, teachers have assessed students at the end of an instructional unit or sequence. However, when assessment and instruction are interwoven, both the students and the teacher benefit.

6. Two Uses of Assessment SUMMATIVE Assessments OF Learning –How much have students learned as of a particular point in time? FORMATIVE Assessments FOR Learning –How can we use assessment information to help students learn more? 5

7. Assessments OF Learning SUMMATIVE ASSESSMENTS Assessments given to students at the end of the learning—culminating demonstration of what the student has learned. These assessments are used by the teacher at the end of instruction to: –evaluate a student’s learning, –certify competence, and –assign grades.

8. Assessments FOR Learning FORMATIVE ASSESSMENTS Happen while learning is still taking place. Assessments teachers conduct throughout teaching and learning to: diagnose student needs, plan next steps in instruction, provide student feedback so they can improve the quality of their work, and determine if and what teachers can or need to do in order to adjust their instruction (teach a different way so that more students learn). Supports student effort; the grading function is laid aside. Formative Assessments are not about accountability – they are about improving student work and getting better.

9. Formative Assessment Definitions “All those activities undertaken by teachers and by their students [that] provide information to be used as feedback to modify the teaching and learning activities in which they are engaged.” Black and Wiliam, 1998 “Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.” Council of Chief State School Officers Formative Assessment for Students and Teachers

10. Remember… Formative Assessment occurs while there is still time to take action. Feedback from a Summative Assessment tells teachers and students who made it to the learning destination and who didn’t.

11. Standardized tests results are NOT the only assessments that count In fact, the most powerful forms and applications of assessment take place day to day in the classroom!

12. 11 Research consistently shows that regular high quality FORMATIVE assessment increases student achievement.

13. Research on Effects of Formative Assessment:.4 - 1.0 Standard Deviation Score Gain = 25 - 30 Percentile Points on Standardized Achievement Tests 2 Grade-equivalents 70 -100 SAT Score Points 4 ACT Score Points Largest Gain for Low Achievers Reduces the Range of Achievement while Raising Achievement Overall Black & Wiliam, 1998 research review of 250 articles

14. Why Assessment FOR Learning Works When students are required to think about their own learning, articulate what they understand and what they still need to know, achievement improves. Black and Wiliam, 1998; Young, 2000 13

15. Sum It Up: Expected Benefits and Proven Results Better instruction focused on standards Significant achievement gains for all students, with the largest gains for lowest achievers More self-managed learning by students 14

16. Changes Needed to Make Student Achievement Gains with Formative Assessment Increased commitment to high-quality formative assessments Increased descriptive feedback, reduced evaluative feedback Increased student involvement in the assessment process

17. !! Or ??

18. Balanced Assessment Summative Assessment (Assessment OF Learning) Pre – Assessment Formative Assessment (Assessment FOR Learning)

19. PRE-ASSESSMENT The purpose of pre-assessment is to determine what students know about a topic before it is taught. Pre-assessment will help the teacher determine flexible grouping patterns and should be used regularly.

20. Pre-Assessment Strategies Checklist Pre-test KWL Charts Graphic Organizers Student Discussions Student Demonstrations Student Products Student Work Samples Show of hands/EPR (Every Pupil Response) Standardized Test Data Teacher Observation Writing Prompts Writing Samples Graffiti Walk

21. Informal, or formative assessments are about checking for understanding in an effective way in order to guide instruction.

22. Ongoing, day-to-day classroom assessments are almost continuous in the teaching learning process. Practical strategies: Informal –Class discussions –Questions and answers –Checking homework –Teacher – student dialogues –Observations –Student groups –Bell-work and/or exit strategies –Self- and peer- assessments Formal –Quizzes and/or tests – graded or non- graded –Writing assignments with descriptive feedback –Presentations, speeches, etc. –Directed questions

23. Assessment FOR Learning Five Key Strategies 1.Clarifying, sharing and understanding learning intentions and criteria for success 2.Engineering effective classroom discussions, activities, and learning tasks that elicit evidence of learning

24. Assessment FOR Learning Five Key Strategies 3. Providing feedback that moves learning forward 4. Activating learners as instructional resources for one another 5. Activating learners as the owners of their own learning

25. Another Way to Categorize Effective Formative Assessment 1.Effective Questions 2.Appropriate Feedback 3.Peer- and Self-Assessment Paul Black, Dylan Wiliam, et al, “Working Inside the Black Box: Assessment for Learning in the Classroom,” Phi Delta Kappan: 9-21, 2004 24

26. Key Strategy #1: Clarifying, Sharing and Understanding Learning Intentions and Criteria for Success: Benefits to Students Students who could identify their learning scored 27 percentile points higher than those who could not (Marzano, 2005)

27. Rubrics Help All Students Succeed Performance criteria shared before students begin work Contain specific language understood by all: students, teachers, parents Referred to frequently during the task Provide immediate feedback for improving work quality Used to provide descriptive feedback of strengths and next steps (“stars and stairs”) Used to assess completed work

28. Rubrics A rubric can be as simple as a “T” Chart. Quality Work Not Yet

29. Using Rubrics Formatively – FOR Learning Formative Assessment occurs while there is still time to take action. Feedback from a Summative Assessment tells teachers and students who made it to the learning destination and who didn’t.

30. Rubrics and Grading Use rubrics to provide descriptive feedback to students during learning. Grades represent assessments of learning. Their usefulness as feedback is limited. Do not convert rubrics scores to grades until you must provide assessment of learning. “Assess a lot; grade a little.” Don’t base grades on calculating the percentage of possible rubric points. 29

31. Practical Strategies “What Not to Write” error analysis Students analyzing the three best work samples (or papers) for their strengths, with opportunity to redraft Student-generated test questions, with the correct answers (more effective than practice tests, according to research) 30

32. Key Strategy #2: Engineering effective classroom discussions, activities, and learning tasks that elicit evidence of learning The two reasons teachers should ask questions in class are to cause thinking and to collect information to inform instruction. High engagement classroom environments have a significant positive effect on student achievement. 31

33. Practical Questioning Strategies for High Engagement Formative Assessment “No hands up except to ask a question” Use some sort of randomization device Classroom participation is not optional –“OK, I’ll come back to you” – “Which of the answers is best?” –“OK, if you did know, what would you say?” –“Phone a friend” –For multiple choice – students can ask to go “fifty- fifty” or “ask the audience” 32

34. Practical Questioning Strategies for High Engagement Formative Assessment Wait Time I and Wait Time II Make a statement instead of a question Listen interpretatively All-student response systems Hot-seat questioning Discussion Questions Diagnostic Questions 33

35. Remember?! Formative Assessment Definitions “All those activities undertaken by teachers and by their students [that] provide information to be used as feedback to modify the teaching and learning activities in which they are engaged.” Black and Wiliam, 1998 “Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.” Council of Chief State School Officers, Formative Assessment for Students and Teachers

36. Key Strategy #3: Providing feedback that moves learning forward Key Strategy #4: Activating learners as instructional resources for one another Feedback Strategies – Turn and Talk! Read through the feedback and redo strategies in your handout (pages 2 and 3). Turn and talk to a partner about one or two that you think would be appropriate in the classes at your center and that you might recommend to a teacher(s). 35

37. Effective Teacher Feedback Which feedback examples in your handout (page 5) are effective feedback?

38. “Good teaching is going on whenever students are involved in redoing, polishing, and perfecting their work.” The Pedagogy of Poverty Vs. Good Teaching Martin Haberman What is the research base for asking students to revise work?

39. Where does formative assessment take place in a typical lesson planning format? Set Behavior Expectations Pre-Test Anticipatory Set Objectives and Purpose Instructional Input –Modeling –Checking for Understanding Guided Practice (whole group, small group, individual) Closure Independent Practice Post-test

40. Word Sort! 39

41. Word Sort Categories – A Lesson Planning Format Set Behavior Expectations Pre-Test Anticipatory Set Objectives and Purpose Instructional Input Modeling Checking for Understanding Guided Practice (whole group, small group, individual) Closure Independent Practice Post-test

42. Big Ideas Formative Assessment for Learning:  Refers to what happens on a daily basis in the classroom  Can and should be done BY STUDENTS as well as teachers. The key to improvement is how students and teachers use the assessment information Assessment Drives Instruction.  Provides teachers with information about specific next instructional steps for students: Assessment Drives Instruction.  Students know where they are instructionally and where they need to go  On-going assessment provides continual feedback that helps students progress over time

43. Lois Barnes loisjbarnes@comcast.net