Roll Call Please announce the school you represent and your location.

Roll Call

Please announce the school you represent and your location

Regional Mathematics Coordinators

Sue Bluestein ESD 112 VancouverKaty Absten ESD 114 Olympic PeninsulaSandy Christie ESD 121 Puget Sound Kristen Maxwell ESD 105 Yakima

Assessment for Learning

Common Core State Standards Adoptions by State (as of April 2011)

Formally:42 states

Provisionally: WA (July ‘10)

Protocol for Webinars

• Please stay muted unless talking

• You may use the chat box to let us know if you have a problem hearing or seeing the webinar

• If you were able to find the chat box please give us a smiley face

Lets try a polling question

• As a group please decide on which answer best represents your use of formative assessment techniques (classroom assessment techniques): A. have tried at least one formative assessment technique

in class

B. use formative assessments regularly in class

C. have not used formative assessment in class

D. some of us use formative assessment techniques regularly others do not

Agenda

• Defining Formative Assessment

• Strategies/Techniques/Assumptions

• Helping Students Own Their Own Learning

• Wrap up

A quick tour of the assessment landscape

SUMMATIVEAssessments OF Learning

How much have students learned as of a particular point in time?

FORMATIVEAssessments FOR Learning

How can we use assessment information to help students learn more?

Two Purposes for Assessment Rick Stiggins

Source: Adapted with permission from R. Stiggins, J. Arter, J. Chappuis, and S. Chappuis, Classroom Assessment for Student Learning: Doing It Right—Using It Well (Portland, OR: ETS Assessment Training Institute, 2004), p. 13.

• Take a few minutes to capture your current understanding of the definition and characteristics of formative assessment…..

• What do the researchers say?

What is Formative Assessment?

An Ongoing Process To:

• Evoke evidence about student learning

• Provide feedback about learning to teachers and to

students

• Close the gap between the learner’s current state and

desired goals

Margaret Heritage, EED Winter Conference: Informing Instruction, Improving Achievement, 2007

What is Formative Assessment?

• Clearly and directly linked to instructional goals

• Embedded in instruction

• A variety of methods and strategies

• Used to make changes

Margaret Heritage, EED Winter Conference: Informing Instruction, Improving Achievement, 2007

Formative Assessment Must Be:

Practice in a classroom is formative 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 taken in the absence of the evidence that was elicited.

~Black and Wiliam (2009)

Assessment for Learning: drilling down to deeper understanding

Collecting information about student thinking / understanding in relation to specific learning goals

Interpreting information that helps to hone in on essential learning needs to address

Acting with purpose based on what was learned from the information collected and actively involving students in the process.

Magi, Vokos, Li, Minstrell, AndersonNSTA 2009 Workshop: Promoting Understanding & Skills in Assessment & Instruction for Learning

Formative assessment is…

….a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics.

James Popham, Transformative Assessment, 2008

Classroom Assessment is….

…an approach designed to help teachers find out what students are learning in the classroom and how well they are learning it.

Angelo & Cross, Classroom Assessment Techniques: A Handbook for College Teachers, 1993

What is Formative Assessment?Which definition resonates best with yourown understanding?

A. Margaret Heritage

B. Black &Wiliam

C. Magi, Vokos, Li, Minstrell, Anderson

D. James Popham

E. Angelo & Cross

A. Ongoing..feedback to teachers & students…embedded…make changes

B. evidence is elicited, interpreted, and used by teachers, learners, peers, to make decisions about the next steps

C. Collecting information…Interpreting to hone in on essential learning needs…Acting with purpose..involving students in the process.

D. planned process…evidence of students’ status.. to adjust instructional procedures or..learning tactics.

E. approach to help teachers find out what students are learning and how well they are learning it.

What is the research behind Assessment for Learning?

20 years of research has found that when classrooms regularly engaged in effective formative assessment...

Students make significant learning gains – especially lower achieving students

Teachers tend to be more reflective about their practice and more in touch with their students’ learning

The process can improve student achievement more than other learning interventions including one-on-one tutoring, reduced class size or cooperative learning

Black and Wiliam (1998) and others (e.g., Shepard et al., 2005)

Benefits of Assessment for Learning

Magi, Vokos, Li, Minstrell, AndersonNSTA 2009 Workshop: Promoting Understanding & Skills in Assessment & Instruction for Learning

“… is that across a range of different school subjects, in different countries, and for learners of different ages, the use of formative assessment appears to be associated with considerable improvements in the rate of learning.”

“… it seems reasonable to conclude that use of formative assessment can increase the rate of student learning by somewhere between 50 and 100 percent.”

“This suggests that formative assessment is likely to be one of the most effective ways—and perhaps the most effective way—of increasing student achievement (Wiliam & Thomson, 2007, for example estimate that it would be 20 times more cost-effective than typical class-size reduction programs).

Source: Siobhan Leahy & Dylan Wiliam (2009). From teachers to schools: scaling up professional development for formative assessment

The general finding of 15 substantial reviews of research synthesizing several thousand research studies . . .

Dozens of studies conducted at all levels of instruction offer evidence of strong achievement gains in student performance…(Bloom, 1984; Black&Wiliam, 1998; Black, 2003; Meisels, atkins-Burnett,Xue, Bikel, & Hon, 2003; Rodriguiz, 2004).

The effect of assessment for learning on student achievement is some four to five times greater than the effect of reduced class size (Ehrenberg, Brewer, Gamoran, & Willms, 2001)

Stiggins, Arter, Chappuis & Chappuis, Classroom Assessment for Student Learning, 2006

• Increased descriptive feedback, reduced evaluative feedback

• Increased student self-assessment

• Increased opportunities for students to communicate their evolving learning during the teaching

Recommended Practices


(Black & Wiliam, 1998)

Applications of Formative AssessmentA framework for determining when the formative assessment process might be profitably applied

1. To make an immediate instructional adjustment2. To make a near-future instructional adjustment3. To make a last-chance instructional adjustment4. To make a learning tactic adjustment5. To promote a classroom climate shift

James Popham, Transformative Assessment in Action 2011

Learning Progressions

• “Formative assessment is definitely a planned process, and the key component of this planning is unquestionably the learning progression.”

James Popham, Transformative Assessment in Action 2011

Learning Progression: A learning progression is a sequenced set of subskills and enabling knowledge that, it is believed, students must master en route to mastering a more remote curricular aim. (Popham 2008)

A Learning Progression Model:

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Emerging ThemesEmerging Themes

Progressions lay out increasingly more sophisticated understandings of core concepts, principles or skill development in a domain

Progressions are based on research and conceptual analysis

Progressions describe development over an extended period of time (not necessarily in grade levels)

(Heritage, 2009)

Top-DownTop-Down

Experts in the domain (e.g., physicists, mathematicians, historians)

Other experts such as development specialists

Develop hypotheses based on research

Validation process

Common Core State Standards Learning Progressions Efforts

http://commoncoretools.wordpress.com/

Posted on April 6, 2011 by Bill McCallum • Here is the first public draft of the

progressions project, on Number and Operations in Base Ten. We welcome any comments or suggested changes, which will be considered for the final draft. Please post comments to this thread. We will be releasing other draft progressions for elementary and middle school over the coming weeks.

http://commoncoretools.wordpress.com/

http://commoncoretools.wordpress.com/2011/04/06/draft-of-progression-on-number-and-operations-in-base-ten/

http://commoncoretools.wordpress.com/author/wgmccallum/

http://commoncoretools.wordpress.com/2011/01/13/progressions-for-the-common-core/

http://commoncoretools.files.wordpress.com/2011/04/ccss_progression_nbt_2011_04_07.pdf

Bottom-UpBottom-Up

Involves curriculum content experts and teachers

Progression is based on their experience of teaching children

Content knowledge, their views of what is best taught when, and their knowledge of children's learning

Validation: do they make sense when put into action?

30

Knowledge or SkillKnowledge or Skill




Knowledge or SkillKnowledge or Skill Target

Curricular Aim

Target Curricular

Aim

Task & TechniqueTask & Technique




Learning Progression


31

Knowing how to create a "good" question to use in a survey.

Knowing how to create a "good" question to use in a survey.

Survey a "representative" population

Survey a "representative" population

Choosing a correct graph to display the information (bar graph, line plot, etc) based on the type of data collected (numerical, categorical, etc).

Choosing a correct graph to display the information (bar graph, line plot, etc) based on the type of data collected (numerical, categorical, etc).

Taking raw data and organizing it into a data table or organized list

Taking raw data and organizing it into a data table or organized list

Correctly include all necessary components on the graph: title that represents the graph, x & y axis labeled with units, appropriate scale, graph is clear and easy to read

Correctly include all necessary components on the graph: title that represents the graph, x & y axis labeled with units, appropriate scale, graph is clear and easy to read

Collect and use

information to construct a

graph.

Collect and use

information to construct a

graph.

Share learning target with success criteria

Share learning target with success criteria

Basketball questioning: Give a scenario then ask is it representative or not and why?

Basketball questioning: Give a scenario then ask is it representative or not and why?

Question cards: Show a graph

and ask “numerical” or “categorical?”

Question cards: Show a graph

and ask “numerical” or “categorical?”Exit Pass: Three

ways to organize data

Exit Pass: Three ways to organize

data

Sample Mathematics Learning Progression

Whiteboards: Given data,

students will construct graphs

using all necessary

components

Whiteboards: Given data,

students will construct graphs

using all necessary

components

Bringing Them TogetherBringing Them Together

•Long-duration

•Research-ratified

•Focused on high-import outcomes

•Exacting•Time-consuming•Costly

•Focus is at the lesson, unit, or year level

•Based on teachers’ conceptual analyses and subsequent conclusions

•Improved through trial and error in the classroom

Assessment for LearningFive Key Strategies


Strategies and TechniquesDylan Wiliam

Strategies define the territory of formative assessment (non-negotiable)

Teachers are responsible for choice of techniques

Allows for customization/ caters for local contextCreates ownershipShares responsibility

Dylan WiliamWashington Educational Research Association workshop June 2009



Sharing Learning

Expectations

• Clarifying and sharing learning intentions and criteria for success

Determining the Target

•What will the learner do differently after mastering this target curricular aim?

•How will you know when students achieve mastery?

36

Clarifying Learning TargetsRick Stiggins

• Begin with state standards• Order in learning progressions, if

needed• Deconstruct into clear learning targets

leading to each standard• Communicate the learning targets in

advance in language students can understand


TechniquesFor Sharing Learning Expectations

Explaining learning targets with success criteria at the start of lesson or unit

Targets and success criteria in students’ language

Posters of key words to talk about learninge.g. describe, explain, evaluate, demonstrate, construct

Annotated examples of student work to ‘flesh out’ assessment rubrics

Opportunities for students to design their own tests and rubrics




ElicitingEvidence

Engineering effective classroom discussions, questions, and learning tasks that elicit evidence of learning

Choosing a Technique:Collecting with intention

• What are the relevant learning goals? • What specific knowledge am I targeting?• What tool or technique will get at that kind of

knowledge?• What student responses do I anticipate?

Facet Innovations et alMagi, Vokos, Li, Minstrell, AndersonNSTA 2009 Workshop: Promoting Understanding & Skills in Assessment & Instruction for Learning

TechniquesFor Eliciting Evidence

• Key idea: Discussions, questions, activities and tasks that…– cause thinking– provide data that informs teaching– interpretive

• Improving teacher questioning– generating questions with colleagues – closed v open– low-order v high-order– hinge questions– appropriate wait-time– basketball rather than serial table-tennis– ‘No hands up’ (except to ask a question)

• All-student response systems– ABCD cards, Mini white-boards, Exit passes




Feedback

Providing feedback that moves learners forward

[Butler(1988) Br. J. Educ. Psychol., 58 1-14]

Feedback: What works?

What do you think happened for the students given both scores and comments?

A. Gain: 30%; Attitude: all positiveB. Gain: 30%; Attitude: high scorers positive, low scorers negativeC. Gain: 0%; Attitude: all positiveD. Gain: 0%; Attitude: high scorers positive, low scorers negativeE. Something else

Achievement Attitude

Scores no gain High scorers : positive

Low scorers: negative

Comments 30% gain High scorers : positive

Low scorers : positive

Feedback from classroom assessments should provide students with a clear picture of their progress on learning goals and how they might improve.

# of studies Characteristic of Feedback from Classroom Assessment

Percentile Gain/Loss

Bangert-Drowns, Kulik, Kulik, & Morgan, 1991

6 Right/wrong -3

39 Provide correct answers 8.5

30 Criteria understood by student vs. not understood

16

9 Explain 20

4 Student reassessed until correct

20

Effective Feedback…Rick Stiggins

• Does not do the thinking for the student• Limits correctives to the amount of

advice the student can act on


TechniquesFor Feedback

Comment-only gradingFocused gradingExplicit reference to rubricsSuggestions on how to improve

‘Strategy cards’ ideas for improvement Not giving complete solutions

Re-timing assessment (e.g. three-fourths-of-the-way-through-a-unit test)




Self Assessment

PeerAssessment

Activating students as owners of their own learning and as learning resources for one

another

PeerAssessment

TechniquesFor Self & Peer Assessment

Coming soon…………..



7 Basic Assumptions of Classroom Assessment

1. The quality of student learning is directly, although not exclusively, related to the quality of teaching.

2. To improve their effectiveness, teachers need first to make their goals and objectives explicit and then to get specific, comprehensible feedback on the extent to which they are achieving those goals and objectives

3. To improve their learning, students need to receive appropriate and focused feedback early and often; they also need to learn how to assess their own learning. (students need opportunities to give and get feedback on their learning before they are evaluated for grades)

Classroom Assessment Techniques: A Handbook for College Teachers Angelo and Cross

4. The type of assessment most likely to improve teaching and learning is that conducted by faculty to answer questions they themselves have formulated in response to issues or problems in their own teaching.

5. Systematic inquiry and intellectual challenge are powerful sources of motivation, growth, and renewal for college teachers, and Classroom Assessment can provide such challenge.

6. Classroom Assessment does not require specialized training; it can be carried out by dedicated teachers from all disciplines.

7. By Collaboration with colleagues and actively involving students in Classroom Assessment efforts, faculty (and students) enhance learning and personal satisfaction.

7 Assumptions & 5 Key StrategiesSimilar Formative Assessment Ideas?

1.The quality of student learning is directly, although not exclusively, related to the quality of teaching.

2.To improve their effectiveness, teachers need first to make their goals and objectives explicit and then to get specific, comprehensible feedback on the extent to which they are achieving those goals and objectives

A – Clarifying, sharing & understanding goals for learning and criteria for success w/ learners.

B – Engineering effective classroom discussions, questions, and tasks that elicit evidence of student’s learning.

C – Providing feedback that moves learning forward.

D – Activating students as owners of their own learning.

E – Activating students as learning resources for one another.


3.To improve their learning, students need to receive appropriate and focused feedback early and often; they also need to learn how to assess their own learning. (students need opportunities to give and get feedback on their learning before they are evaluated for grades)







4.The type of assessment most likely to improve teaching and learning is that conducted by faculty to answer questions they themselves have formulated in response to issues or problems in their own teaching.







5.Systematic inquiry and intellectual challenge are powerful sources of motivation, growth, and renewal for college teachers, and Classroom Assessment can provide such challenge.

6.Classroom Assessment does not require specialized training; it can be carried out by dedicated teachers from all disciplines.







7. By Collaboration with colleagues and actively involving students in Classroom Assessment efforts, faculty (and students) enhance learning and personal satisfaction.






Formative Assessment Techniques

Many suggestions in your CAT book.– What have you tried?– How did it work? What would you change?

(Raise your hand, if you’d like to share a formative assessment technique with us or have one you’d like to try and would like to hear from someone who has tried it.)

Formative Assessment TechniquesJustified ListA justified list begins with a statement about an

object, process, or concept. Examples that fit or do not fit the statement are listed. Students check off the items on the list that fit the statement and provide a justification explaining their rule or reasons for their selections.

Traffic Light Cups/CardsTraffic light cups are used during group work and

student investigations to signal to the teacher when groups need help or feedback. They can also be used as a voting mechanism during class discussions.

Formative Assessment TechniquesFist to FiveFist to five asks students to indicate the extent

of their understanding of a concept or procedure by holding up a closed fist (no understanding) up to five fingers (I understand completely and can explain to someone else).

Learning Goals InventoryThis is a set of questions that relate to an

identified learning goal in a unit of instruction. Students are asked to “inventory” the extent to which they feel they have prior knowledge about the learning goal.

Formative Assessment Techniques

Missed ConceptionA missed conception is a statement about a

topic that is based on commonly held student misconceptions. Students read the statement and respond why people may hold that misconception.

Ten-TwoAfter ten minutes of instruction that involves

a large amount of information, students take two minutes to reflect on and summarize what they have learned thus far.



Self Assessment

PeerAssessment

Activating students as owners of their own learning and as learning resources for one

another

PeerAssessment

TechniquesFor Self & Peer Assessment

Coming NOW…………..

Helping Students Own Their Own Learning

Peer-Assessment and

Self-Assessment

CAT Techniques for Assessing Learning Attitudes, Values,

and Self-Awareness

• Assessing Students’ Awareness of Their Attitudes and Values

• Assessing Students’ Self-Awareness as Learners

• Assessing Course-Related Learning and Study Skills, Strategies, and Behaviors

Assessing Students’ Awareness of Their Attitudes and Values

• Classroom Opinion Polls

• Double-Entry Journals

• Profiles of Admirable Individuals

• Everyday Ethical Dilemmas

• Course-Related Self-Confidence Surveys

Assessing Students’ Self-Awareness as Learners

• Focused Autobiographical Sketches

• Interest/Knowledge/Skills Checklist

• Goal Ranking and Matching

• Self-Assessment of Ways of Learning

Assessing Course-Related Learning and Study Skills, Strategies, and Behaviors

• Productive Study-Time Logs

• Punctuated Lectures

• Process Analysis

• Diagnostic Learning Logs

Same or Different?

• Self-report Grades: students’ estimates of their own performance – typically formed from past experiences in learning

• Reciprocal Teaching: each student takes turns at being the teacher – students can check their own understanding of the material by generating questions and summarizing

From Visible Learning by John Hattie

Same or Different?

• Self-verbalization and Self-questioning: one form of self-regulation

• Meta-cognitive Strategies: higher-order thinking which involves active control over the cognitive processes engaged in learning – can include planning an approach to a given task, evaluating progress, and monitoring comprehension


Which has the greatest influence on student learning?

A. Feedback

B. Self-report Grades

C. Reciprocal Teaching

D. Self-verbalization & Self-questioning

E. Metacognitive Strategies

F. Providing formative evaluation (vote with the “Thumbs Up” symbol)

G. Teacher-student relationships (vote with the “Smiley Face” symbol)

Rank Influence Effect Size

1 Self-Reported Grades 1.44

3 Providing formative evaluation 0.90

9 Reciprocal Teaching 0.74

10 Feedback 0.73

11 Teacher-Student Relationships 0.72

13 Meta-cognitive strategies 0.69

18 Self-verbalization and Self-questioning 0.64

Level of Importance


• Students have reasonably accurate understandings of their levels of achievement

• High level of predictability about achievement

• Should question the necessity of so many tests when students appear to already know much of the information the tests supposedly provide

• May become a barrier for some students

Self-Reported Grades

• Teacher moves students from being “spectator” to being “performer”

• Students check understanding of the material by generating questions and summarizing

• Used mainly as a strategy to teach reading

Reciprocal Teaching

• Where are they going?

• How “well” are they getting there?

• Where to next?

• “They” refers to both teacher and student

Key Feedback Questions

What does a grade really mean?

• Does passing a class mean a student learned the material?

• What do tests really tell us?

• How can formative assessment help student achievement if it is not “graded”?

Rubrics – Targets/Objectives/Learning Goals

Target/Objective/Learning Goal

4 Apply the learning to complete a task not explicitly taught

3 Proficient at the task

2 Can do a simpler task

1 With help, partial success at 2.0 & 3.0 content

0 Even with help, no success

Rubrics

1. Prove two triangles are similar

4 Applies proving triangles are similar to a new situation.

3 Write a proof to prove two triangles are similar (G. 3.B)

Use geometric properties within the proof to conclude angles are congruent or sides are proportionate.

2 Determine which rule (ASA, SAS, SSS) will prove two triangles are similar if all the information is given.

Writes a Level 3 proof with minor mistakes.

1 With help, partial success at 2.0 & 3.0 content 0 Even with help, no success

Scoring

Thank You

• We appreciate the opportunity to share our experience with formative assessment and hope this will help us to continue to build a stronger link between K-12 and college education.

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