Title: Conceptualizing the Domain of Teaching for Formative Assessment Practices
1Conceptualizing the Domain of Teaching for
Formative Assessment Practices
Margaret Heritage
State Collaborative on Assessment and Student
StandardsFormative Assessment for Students and
Teachers ( FAST) Austin, Texas - October l0 - 13,
2006
UCLA Graduate School of Education Information
StudiesNational Center for Research on
Evaluation,Standards, and Student Testing
2Overview
- Elements of Formative Assessment
- Teacher Knowledge, Skills and Attitudes
- Toward a Conceptualization of the Domain of
Teaching for Formative Assessment
3Elements of Formative Assessment
4Identifying the Gap
- Formative assessment is the means to identify the
gap between a learners current status and the
desired goal - Different students will have different "gaps"
- (Sadler, 1989)
5The Just Right Gap
- Student perceives the gap as too large - goal
unattainable - Student perceives the gap as too small - closing
it might not be worth the individual effort - (Sadler, 1989)
6Interpretive Framework
- Teachers need to interpret evidence from
formative assessment - Having an interpretive framework means having a
roadmap articulating the sub goals that
constitute progression toward the ultimate goal - Interpretive frameworks provide the touchstone
for formative assessment strategies - Evidence is interpreted within the framework
7Interpretive Frameworks
- Developmental criteria (Harlen, 2006),
- Theory of knowledge in a domain (NRC, 2001
Shavelson, 2006), - Ontology (Baker, 2005)
- Clearly articulated progression of learning in a
domain (Forster Masters, 2004 Wilson Sloane,
2000).
8Closing the Gap
Formative assessment gathers and uses
information about students knowledge and
performance to close the gap between students
current learning state and the desired state by
pedagogical actions (Shavelson 2006, p.3)
9Matching Action to the Gap
- Pedagogical action to close the gap
- The zone of proximal development
- Scaffolding instruction within the zone of
proximal development
10Feedback
- Feedback to teachers about current status to
adapt instruction - Feedback to students to respond to instructional
adaptations
11Feedback Students
- Clear, descriptive, criterion-based feedback to
students that indicates - v where they are in the learning progression
- v how their response differed from that reflected
in desired learning goal - v how they can move forward
12Feedback Loops
Feedback loops include a teacher who knows which
skills are to be learned, who can recognize and
describe good performance, demonstrate good
performance, and indicate how poor performance
can be improved (Sadler 1989, p.120)
13Shared Ownership
- Teachers and students have shared understanding
and ownership of the learning goal - Students become involved in self-assessment
- Students need to learn the strategies of
self-assessment - Students make more knowledgeable decisions
regarding their current learning tactics
(Popham, 2006)
14Teacher Knowledge, Skills and Attitudes
15Content Knowledge
- Knowledge, concepts and skills that need to be
taught within a domain - Learning pathway/progression of sub goals
- Knowledge of good performance
- Necessary precursor knowledge and understanding
- Knowledge of student metacognition
(self-regulation, self assessment, motivation)
16Pedagogical Content Knowledge
- Multiple models of teaching for student
achievement in content areas - Gap will differ so multiple, differentiated
instructional strategies - Multiple models for teaching student
metacognitive strategies
17Student Prior Knowledge
- Prior knowledge students bring to the new
learning - How to determine prior knowledge
-
18Assessment Knowledge
- Range of methods/strategies for formative
assessment - Formative assessment cycles
- Validity purpose and interpretation
- Reliability
19Skills
- Interpretation of evidence
- Determining the zone of proximal development
- Adapting instruction
- Supporting new learning within the zone of
proximal development (scaffolding) selecting
the right strategy
20Skills
- Providing clear, descriptive, criterion-based
feedback - Feedback indicates to student how they can move
forward - Assisting students to develop metacognitive
knowledge and "learning tactics"
21Attitudes
- Formative assessment is worthwhile
- Formative assessment yields valuable and
actionable information about students learning - Formative assessment is integral to instruction
- Students are partners in formative assessment and
in learning
22Toward a Conceptualization of the Domain of
Teaching for Formative Assessment
23Conceptualizing the Domain
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