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Formative Assessment Model
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Why Use Formative Assessment Probes?
• Assessment for learning not assessment of learning
• Reveal the types of ideas your student have about common science concepts
• Examine student thinking for the purpose of informing teaching and learning
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Types of Probes
• Justified List
• Prediction
• Familiar Phenomena
• Friendly Talk
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Example:
Justified List Probe
Keeley, P., Eberle, F. and Tugel, J. (2007). Uncovering student ideas in science (Vol.2) -25 more formative assessment probes. Arlington, VA: NSTA Press.
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The Needs of Seeds Using Formative Assessment
Probes
• Choose a probe
• Give to students
• Use data to plan
• What do you see?
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Example:
Friendly Talk Probe
Keeley, P.(2011). Uncovering student ideas in life science-25 new formative assessment probes. Arlington, VA: NSTA Press.
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Example:
Familiar
Phenome
naProbe
Keeley, P., Eberle, F. and Tugel, J. (2007). Uncovering student ideas in science (Vol.2) -25 more formative assessment probes. Arlington, VA: NSTA Press.
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Example:
Predictio
n Probe
Keeley, P., Eberle, F. and Dorsey, C. (2008). Uncovering student ideas in science(Vol.3)-another 25 formative assessment probes. Arlington, VA: NSTA Press.
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What are Formative Assessment Probes?
• NSTA Publication
• Formative assessment probes were developed using the CTS process.
• Link key ideas in the standards to common misconceptions cited in research.
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Resources for CTS …Experts at Your Fingertips 24/7
Indicates the resource or parts of it are online
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Exploring Formative Assessments
• Select a strip.
• Cloze read about your strip.
• Prepare to present to group your selected formative assessment.
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Designing Data Driven Instruction:
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Universal Design
for Learning (UDL) isUniversal Design for Learning
(UDL)
A set of principles for curriculum
development that applies to the general
education curriculum to promote learning
environments that meet the needs of all
learners.
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Videohttp://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0
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Principle I: Multiple Means of Representation
The what of learning
• To give diverse learners options for acquiring information and knowledge
• Present content in a variety of formats and modalities
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Multiple Means of Representation
• Artifacts• Videos • Music • Movement • Text Readers• Manipulatives • Visual Displays • Anticipatory Guides • Graphic Organizers
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Principle II:Multiple Means of Action and Expression
Judy Augatti
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Multiple Means of Action and Expression
• Thumbs Up/Thumbs Down • Gallery Walks• Pair/Share• Chalkboard/Whiteboard Splash• Response Hold-Up Cards • Quick Draws • Numbered Heads Together• Line-Ups
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Principle III: Multiple Means of Engagement
Taps into learners’ interests, offers appropriate challenges, and increases
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Multiple Means of Engagement
• Bounce Cards • Air Writing • Case Studies • Role Plays• Concept Charades • Response Hold-Up Cards • Networking Sessions• Simulations
AC
D B C
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UDL means
more
students are:
•Engaged
•Learning
•Achieving
•Motivated
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What does this mean for my classroom?
Enrich, extend and accelerate the SCOS.
5 E’s
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Designing Data Driven Instruction
1. Select the standard and objective.
2. Collect resources for teaching and assessing the objective.
3. Perform pre-assessment using a two-tiered prototype or probe.
4. Use a selected formative assessment.
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Resource: NCDPI Science WIKI
• Essential Standards• K-12 Strands Excel Format• Crosswalks• Unpacked Content• Professional Development• Teaching resources
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Resource: NCDPI Science Live Binder
LIVE
BINDER!
Resources
organized
by
teaching
standard
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State Collaborative on Assessment and Student
Standards (SCASS)•http://sciencescass.org•Security Agreement•Quick Highlights
– Quiz & Test Development– Data Analysis (free for 1 month)
•Directions for other teachers• MUST sign security agreement and
return•Username (_____)•Password (______)
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Resource: NAEP Question Tool
• NC DPI Accountability Services Division http://www.ncpublicschools.org/accountability/policies/naep/naep
•Released NAEP items•Two ways to access:
– http://nces.ed.gov/nationsreportcard/itmrlsx– From the NAEP home page
http://nces.ed.gov/nationsreportcard and click Sample Questions and then select Questions Tool
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Assessments
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The Individual Case
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Kimi, grade 8
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Kimi, grade 8
• Review each data document you have received concerning Kimi and her development and needs.
• Discuss her strengths and weaknesses in your group.
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Kimi, grade 8
• Imagine that Kimi is a student in your class. (Age regress or progress as necessary.)
• Strategize ways that you might adapt and use some of the instructional resources you found earlier in working with a student like Kimi.
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Addressing the whole child prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21st century.
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Deconstructing
the Day
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Thank YOU!