Jacob  Martens  SD39  (Vancouver)  

@renomyclass  renomyclass.com  

 

Small  Changes    Conversation  About  Formative  Assessment  

I  came  expecting…    

steenjones.blogspot.ca      (  2012/09)  

Give  &  Go  

On  your  card  complete  the  following  stem:  

Formative  Assessment  is…  

Find  a  someone  at  a  different  table  than  you.  

Read  your  cards  to  each  other.  

Swap  cards.  

Find  someone  new  and  read  your  “new”  cards  to  each  other.  

Swap  cards  again    

Hopes  &  Fears  

Hopes  

§  Your  conversations  today  deepen  your  learning  

§  You  leave  considering  one  small  change  

Fears  

§  Your  conversation  has  no  impact  on  students  

§  Inadequate  time  &  structure  is  provided  for  your  conversation  

Learning  Goals  

That  today  you  leave  with:  

§  A  shared  working  definition  of  formative  assessment  

§  Deeper  knowledge  of  current  educational  research  

§  Ideas  for  small  changes  worth  making  

Affect  Goals  

That  today  you  leave  believing:  

§  Formative  Assessment  is  worth  learning  more  about  

§  Positive  Deviance  is  a  healthy  way  to  embrace  change  

What  Did  You  Do  In  School  Today  (2009)  

What  Did  You  Do  In  School  Today  (2009)  

What  Did  You  Do  In  School  Today  (2009)  

Managing  Change  

“If  you  are  going  to  start  doing  something  new,              you  need  to  stop  doing  something  old.”  

           Faye  Brownlie  

“Change  should  be  good  for  students,              and  manageable  for  teachers.”  

           Damien  Cooper  

 

Change  

Visible Learning for Teachers

 

Synthesis  of  the  results  of  15  years  of  evidence-­‐based  research.  

Involved  millions  of  students.  

Focused  on  what  works  in  schools  to  improve  learning  AND  links  them  to  practical  classroom  implementation.  

Effect Size

" a scale used to evaluate the effect of various influences/interventions

" measures the amount of change " effect size of 0.3 is barely noticeable " effect size of 0.7 is clearly noticeable

Distribution of Effects  

Hinge  Point  

Short List of Influences

© 2011 Halbert & Kaser

Key  Questions  For  Learner  Engagement  &  Connection  

§  Who  are  two  adults  in  this  school  who  believe  you  will  be  a  success  in  life?  

§  Where  are  you  going  with  your  learning?  

§  How  is  it  (your  learning)  going?  

§  Where  to  next?  

Formative  Assessment  

 from  Embedded  Formative  Assessment  (2011)  

 

using  “evidence”  to  make  informed  “decisions”  

using  “evidence”  to  make  informed  “decisions”  

using  “evidence”  to  make  informed  “decisions”  

using  “evidence”  to  make  informed  “decisions”  

using  “evidence”  to  make  informed  “decisions”  

using  “evidence”  to  make  informed  “decisions”  

using  “evidence”  to  make  informed  “decisions”  

©  repairtrust.com  

Reading  #1  

Excerpt  from  Embedded  Formative  Assessment  Ch.  2  Assessment:  The  Bridge  Between  Teaching  &  Learning  p.46-­‐50  

§  Find  a  partner  

§  Read  the  excerpt  silently  

§  Share  one  thing  that  resonated  with  you  &  why.  

Formative  Assessment  

 using  “evidence”  to  make  informed  “decisions”  

“An  assessment  functions  formatively  to  the  extent  that  evidence  about  student  achievement  is  elicited,  interpreted,  and  used  by  teachers,  learners,  or  their  peers  to  make  decisions  about  the  next  steps  in  instruction  that  are  likely  to  be  better,  or  better  founded,  than  the  decisions  they  would  have  made  in  the  absence  of  that  evidence.”  

Wiliam  (2011)  

Formative  Assessment  

Defined  by  Function  not  Form  

Reflection  

 

Where  do  you  use  formative  assessment  in  your  classroom?  

Using  Formative  Assessment  

Questions  Challenges  Benefits  

Using  “evidence”  to  make  informed  “decisions”  

Need a framework

© 2011 by Halbert & Kaser

Specific  Strategies  for  Implementing  Formative  Assessment  

•  Clarifying  &  Sharing  Learning  Intentions  &  Success  Criteria  

•  Eliciting  Evidence  of  Learning  

•  Providing  Feedback  That  Moves  Learning  Forward    

•  Peers  as  Instructional  Resources  for  One  Another  

•  Students  as  Owners  of  Their  Own  Learning  

Backward Design

Text

© 2011 by Wiggins & McTighe

Desired Results

© 2011 by Mark Sample

Learning Intentions Prezi

http://prezi.com/ulctpyxz2-sc/

Feedback  

“The  most  powerful  single  influence  enhancing  achievement  is  feedback”  –  Dylan  Wiliam  

§  Quality  feedback  is  needed,  not  just  more  feedback  

§  Students  with  a  Growth  Mindset  welcome  feedback  and  are  more  likely  to  use  it  to  improve  their  performance  

§  Oral  feedback  is  much  more  effective  than  written  

§  The  most  powerful  feedback  is  provided  from  the  student  to  the  teacher.  

from  Faye  Brownlie  

Learning  Goals  

That  today  you  leave  with:  

§  A  shared  working  definition  of  formative  assessment  

§  Deeper  knowledge  of  current  educational  research  

§  Ideas  for  small  changes  that  have  a  big  benefit  

Affect  Goals  

That  today  you  leave  believing:  

§  Formative  Assessment  is  worth  learning  more  about  

§  Positive  Deviance  is  a  healthy  way  to  embrace  change  

Thank  You    

To  help  me  grow,  I  would  appreciate  your  feedback  on  this  morning’s  session.  

Please  complete  the  evaluation  form  before  you  go.  

Thank  youJ