Formative Assessment Tactics

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Formative Assessment Tactics

• Bruce Kelly, NBCT
• K-12 Curriculum Coordinator
• Science, Health/Fitness
• Kent School District

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Advance Organizer Cover
Formative Assessment Tactics
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Advance Organizer Page One and Two.
Characteristics
Definition
Research
Features
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1
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Advance Organizer Page Three and Four.
Tactics 1-3
Tactics 4, 5
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3
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Advance Organizer Page Five and Six.
Tactic 6
Tactics 7-10
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5
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Advance Organizer Back Cover
Tactic 11
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W.I.K.I. What I Know Is

• What are formative assessments?
• Should I try to use formative assessments with my
  own students?
• Are there various types of formative assessments
  to implement in different situations? Describe.

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Characteristics of Formative Assessments

• They are assessments for learning, not
  assessments of learning.
• Designed to assist learning, not grading.
• Make students thinking visible to themselves and
  to others.

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Key Features of Formative Assessment

• Formative Assessment is a process not any
  particular test.
• Formative Assessment takes place during
  instruction.
• The function of this feedback is to help teachers
  and students make adjustments will improve
  students achievement of intended curricular
  aims.

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Formative Assessment Defined

• Formative Assessment is a planned process in
  which teachers or students use assessment-based
  evidence to adjust what they are currently doing.
• -James Popham, Transformative Assessment, 2008.

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Julie Sauerberg, Elementary Special Education
Teacher

• http//www.teachertube.com/view_video.php?viewkey
  694b39ac7ad3b3bda71f

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What about the research?

• John Hattie--reviewed 7,827 studies on learning
  and instruction reached this conclusion
• The most powerful single innovation that
  enhances achievement is feedback.
• The simplest prescription for improving
  education must be dollops of feedback.

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• Achieved Gain Associated with Number of
  Assessments over 15 weeks. (Bangert-Drowns,
  Kulik, Kulik, 1991) 29 studies

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Supporting Research

• Reported by Fuchs and Fuchs (1986) in their
  meta-analysis of 21 controlled studies providing
  two assessments per week results in an effect
  size of 0.85 or a percentile gain of 30 points.

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1. Assessment Probe.
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2. Response Cards

• Response Cards are index cards, signs, dry-erase
  boards, magnetic boards, or other items that are
  simultaneously held up by all students in clas to
  indicate their response to a question or problem
  presented by the teacher.
• Checking For Understanding--(Fisher Frey, ASCD
  2007.)

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John Graves, 7th Grade Teacher

• http//www.teachertube.com/view_video.php?viewkey
  c3f70187a007859af892

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3. Graphic Organizers

• From Checking For Understanding, Formative
  Assessment Techniques for Your Classroom, p.p.
  87-95.

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4. Retelling

• Retellings are new accounts or adaptations of a
  text that allow students to consider information
  and then summarize, orally, what they understand
  about this information.
• Elements in retelling
• Key Ideas Details Sequence Conclusion
  Delivery

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YELLOW Jersey -- Overall leader, first awarded
during the 1919 race yellow to match the paper
used to print L'Auto (Automobile Cyclisme), a
French newspaper about bike racing.
POLKADOT Jersey (White w/red dots) -- Best
climber, determined by points scored by the first
3 to 15 riders finishing selected mountain stages
(number of riders awarded points varies with the
difficulty of the stage). First awarded 1933.
GREEN Jersey -- Points jersey, usually won by
sprinter-types, with points given to the first 25
riders to finish each stage. First awarded 1953.
WHITE Jersey -- Since the maillot blanc was
introduced in 1975, it has been won by 29
different cyclists.
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In 2008, the 95th running of the Tour de France,
took place from July 5 to July 27. The Tour began
with a Prologue in London, and ended with the
traditional finish in Paris. The Tour was won by
Spanish rider for the second year in a row,
Carlos Candil, 2008. Alberto Contador, also from
Spain won in 2007. Cadel Evans, from Austrailia
took second place for the second year in a row.
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5. Think, Pair, Share

• Think-Pair-Share and Write-Pair-Share
• Think or write about your answer individually.
• 2. Pair with a partner and discuss your
  answers.
• Share your answer (or your partners answer) when
  called upon.
• http//www.biologyinmotion.com/minilec/gas.html

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6. Physical Response

• Value Line Ups
• Four corners
• Retelling, A B
• Stand up and represent
• Hand Signals

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7. Response Chaining

• Response chaining begins by asking a question to
  which a specific student responds.
• The teacher then asks the class as a whole to
  vote regarding the accuracy of the students
  response using three options
• Correct, Partially Correct, or Incorrect.

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Response Chaining Continued

• The teacher can select a student who has voted
  correctly.
• If the original students response was incorrect,
  the teacher asks the newly selected student to
  make the necessary corrections in the first
  students response.

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Response Chaining

• If the original response was partially correct,
  the teachers asks the newly selected student to
  identify what was correct about the response and
  what was incorrect and provide the missing
  correct information.

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8. Whip Around

• Whip around is often used as a closure activity.
• The teacher asks students make a list of three
  items related to the lesson, unit, or study
• Students individually respond on a scrap piece of
  paper.
• When they have done so they stand up.

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Whip Around Continued

• The teacher randomly calls on a student to share
  one item to share his or her ideas from the
  paper.
• Students check off any items that are said by
  another student and sit down when all of their
  ideas have been shared with the group, whether or
  not they were the one to share them.

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9. Give One to Get One

• This technique is best done when students are
  using academic notebooks. The entire activity
  should be done with students in a standing
  position.
• Each student is asked to find a partner with whom
  he compares notes.
• The student takes a moment to identify the
  information they have in common.

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Give One to Get One-Continued

• Each student identifies something he did not
  record but his partner did.
• This new information is then recorded in each
  students notebook.
• In effect, each student gives one and gets one.
• Pairs can report to whole class regarding the
  transaction.

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10. Audience Response Systems

• ARS--handheld devices that allow each learner to
  respond to questions individually--enable
  teachers to gather students responses to
  interactive questions in real time.

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11. Exit Pass

As a result of todays workshop, my understanding
of formative assessment changed because
1. 2. 3.
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W.I.K.I.2 What I Know Is

• What are formative assessments?
• Should I try to use formative assessments with my
  own students?
• Are there various types of formative assessments
  to implement in different situations? Describe.

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Additional Resources

• Related ASCD Resources Formative Assessment
• http//www.ascd.org/portal/site/ascd/template.chap
  ter/menuitem.b71d101a2f7c208cdeb3ffdb62108a0c/?cha
  pterMgmtIdd0beb4991ce98110VgnVCM1000003d01a8c0RCR
  D
• Iowa Formative Assessment Tips http//www.iowa.gov
  /educate/content/view/1072/1486/
• Additional Resources Available upon Request
  Bruce.Kelly_at_kent.k12.wa.us