common formative assessment inquiry & action
DESCRIPTION
Common Formative Assessment Inquiry & Action. RESEARCH & EVALUATION Bakersfield City School District September, 2013. Objectives. To refine our understanding of formative assessment as a process. To clarify the steps for developing common formatives. Reflection. - PowerPoint PPT PresentationTRANSCRIPT
Common Formative Assessment
Inquiry & ActionRESEARCH & EVALUATION
BAKERSFIELD CITY SCHOOL DISTRICT
SEPTEMBER, 2013
Objectives1. To refine our understanding of formative
assessment as a process.
2. To clarify the steps for developing common formatives.
Reflection
◦ List the kinds of assessments you have already used in your classroom experience
◦Try to list as many specific examples as you can.
Pair ShareUsing that list, think about the consistency with which we….
◦ Elicit evidence of learning◦ Immediately adjust instruction when
necessary◦ Provide student feedback◦ Collaborate with students around
assessment
Formative Assessment
Formative assessment is a planned process of continuously gathering evidence as the learning unfolds. It is used by teachers and students during instruction to provide immediate feedback. This allows for adjustments to improve learning.
CCSSO FAST SCASS Definition (2010)
Trans
Student’s Current Learning Status
Learning TargetScaffolding
most powerful
Outside the ZPD
Success Criteria
Shared with Students
Instruction
Formative Assessment
Instructional Adjustment
Specific Feedback
Learning Adjustments
Adapted from Heritage (2010)
Transformative Assessment Process Using Vygotsky Zone of Proximal Development (ZPD)
The Power of Common Formatives
One of the most powerful, high-leverage processes for improving student learning available to schools is the creation of frequent, common, high-quality formative assessments by teachers who are working collaboratively to help a group of students develop agreed-upon knowledge and skills.
Fullan, 2005a; Hargreaves & Fink, 2006; Reeves, 2004; Schmokler,2003; Stiggins, 2005, Learning By Doing page 55
_________________________________
__________ __________ _____________
Four Key Questions of a Professional Learning Community
•What do we want our students to learn?
•How will we know they have learned it?
•How will we respond when learning did not take place?
•How do we respond when learning has already occurred?
What do we want students to know and be able to do?Step One: Identify Learning Target(s)• Learning targets are the skills and concepts paced out in your units that
students must master in order to ensure the common core standards
What do we want students to know and be able to do?Step One: Identify Learning Target(s)oLook across all three Segments to get a broad sense of how the Unit progresses
oNow examine the Segment you are preparing to instruct oWhich targets are most important within this segment?
oUse the criteria described below to guide your selection:◦ Endurance – important now and for the future◦ Leverage – Cross-curricular connections◦ Readiness – contain prerequisite skills for next grade level
How will we know they have learned it?
◦ Determine the success criteria of the target◦ What would proficiency look like?
◦ How do we craft my assessment item to align to the criteria?◦ What format will we use?
◦ Selected Response- multiple choice, matching, true/false◦ Constructed Response- short answer◦ Performance Task- multiple tasks (reading, writing, researching, etc.)
◦ How many questions will we use to assess each target?◦ How and when will we administer the assessment to ensure needed adjustments will
occur immediately?
Step Two: Decide How to Assess
Sample: Success CriteriaCompare and contrast two individuals, events, or ideas from a historical or science text. Explain the relationship between two of these elements.
Success Criteria(context: historical or science text)
Success Criteria(context: historical or science text)
Success Criteria(context: historical or science text)
Describe similarities Describe differences Explain those relationships that have significance
Identification of all relevant details that express the similarities between the two elements (individuals, events, or ideas)
Identification of all relevant details that express differences between the two elements (individuals, events, or ideas)
A complete explanation of the significant relationships between the two elements with inclusion of supporting text details.
_____________________________
_____________________________________________
Sample: Crafting Assessment Items
Text: (Students will be reading or listening to a scientific or historical text)
Question: What is similar between these two elements? Include text details.
Question: What is different between these two elements? Include text details.
Question: Explain the relationship between these two elements. Support your answer with text details.
Element #1
Element #2
Selected Response:1. How would you explain the relationship between ----- and ------?
A. ------- caused ------ to occur.B. ------- happened after ----------.C. ------- happened before --------, but did not cause ---------.D. -------- created a problem, and ----- - helped provide a solution.
Quick Check for Quality of Common Formatives 1. Do items elicit evidence of learning you need in
order to diagnose student’s status along the progression of learning?
2. Do items elicit evidence of learning you need to take action to increase student learning towards the end of the Unit expectations?
Objectives1. To refine our understanding of formative
assessment as a process.
2. To clarify the steps for developing common formatives.
Wrapping Up
oLearning by doingoCFA Progress Part II:• How will we respond when learning did not take place?• How do we respond when learning has already occurred?
oPrincipals will email your questions to [email protected]