Summer Institutes

2013

ChangeTeacherPractice

ChangeStudentOutcomes

2013 Summer Institutes | Changing Teacher Practice Changing Student Outcomes

Design Studio Session

{Home Base: Building Instructional Capacity}{Presenters} Alex Kaulfuss, Anna Frost, Jody Cleven, Robin Smith (East)

Engaging All Students Using Formative Assessments

What is Formative Assessment?

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 instruction outcomes

(CCSSO FAST SCASS, 2006).

Five Attributes of Effective Formative Assessments

1. Learning Progressions

2. Learning Goals and Criteria for Success

3. Descriptive Feedback

4. Self and Peer-Assessment

5. Collaboration

Formative Assessment Model

Formative Assessment Plan Grade Level: CCSS: 

Learning Targets Criteria for Success Collecting Evidence Documenting Evidence

   

   

1. What gaps do you think students might have?

2. What will you do to address the gaps to move learning forward? (i.e. how will

you adjust instruction and what descriptive feedback will you provide?)

Decision Making for Results: The Power of Cause and Effect Data

Using Formative Assessment Data

Work with PLC to complete a Formative Assessment Plan; identify clear learning

targets, criteria for success, evidence to be collected; write I Can statements

Design and administer brief common formative assessments (ex. Home Base test)

Collect, Chart and Review data with colleagues and students

Analyze strengths and obstacles

Plan next steps

Design appropriate strategies to re-teach as needed for students who have not yet

learned the material

Design and Administer formative assessment

The assessments best suited to guide improvements in student learning

are the quizzes, tests, writing assignments, and other assessments that

teachers administer on a regular basis in their classrooms…. To use

classroom assessments to make improvements, however, teachers must

change both their view of assessments and their interpretation of results.

Specifically, they need to see their assessments as an integral part of the

instruction process and as crucial for helping students learn.

Thomas Guskey (2003)

Design and Administer Assessment

Work with PLC to design a brief common formative assessment that is aligned with the Standard

Consider the cognitive demand of the standard, the complete standard, appropriate format, UDL principles, potential barriers to success, appropriate rigor

Determine criteria for success

Review Data with Colleagues

• What does the evidence show?

• Who has met the criteria for success?

• Who needs additional instruction?

• Over several weeks of instruction, what patterns emerge? What do the patterns indicate? How can you use this information to plan for instruction?

“Mere collegiality will not cut it. Discussions about curricular issues or popular

strategies can feel good but go nowhere. The right image to embrace is of a group

of teachers who meet regularly to share, refine, and assess the impact of lessons

and strategies continuously to help increasing number of students learn at higher

levels.”

-Mike Schmoker,

“On Common Ground”

The Power of Professional Learning

Communities, 2005.

Review Data with Students

Make students aware of their level of mastery

Help them take ownership of their learning

Engage students in tracking their data

Provide clear feedback

Plan the next steps

Will you give a different formative assessment? Can a student demonstrate learning in a different format? Will a change in the learning environment make a difference?

Will you teach the material again?

Determine how to form small groups for instruction – can you and your colleagues group across classes?

Design Strategies and Teach Again

Design appropriate strategies to teach concepts, skills, content as needed for students who have not yet learned the material

Use different materials, strategies; consider Multiple Intelligences, learning preferences

Consider technology tools

Administer Formative Assessment

Use a new tool for formative assessment to measure student learning

Consider cognitive demand of the standard, the complete standard, appropriate format

Activity