Formative Assessment Class Day 2

Essential Questions:
How can I create and organize plans for implementing formative assessment in the upcoming year?
How can I build and use my PLN (professional learning network) for help with formative assessment and other teaching matters?
How can I integrate technology as a resource for formative assessment?

8:30-9:20 Recap of yesterday– learning, review of take 5
Formative Assessment Questions:
How can I effectively use formative assessments?
We will practice doing this today!

Data? What do I do with the data I have collected?
Key is to let it INFORM the students and CHANGE your teaching. Modeled 2 ways: 1) Collect pre-assessment and then change instruction based on that (someone had the idea about figuring out which tools yall had already used/heard of as part of the pre-assessment) 2) This morning, I address the changes/questions yall had from yesterday’s lesson. I changed my lesson for today based on the feedback from yesterday’s class. 3) Other ideas from the group?

When to use formative in class? Daily? Weekly?
Informally, we do this multiple times a lesson. Formally, once a day/everytime you want to figure out what the students know/where they are/whether or not you can move on?

What questions do I ask students in formative assessments?
Use Backwards Design!
– Think of what your essential learnings are: Example: 1) Students will be able to communicate effectively in writing.  – These might be based on the Georgia Performance Standards (if you are in public school) or based on standards you/your team sets (PLC doing this now).
– Break that into skills: 2) Thesis statement, Transitions, examples, conclusion, introduction.
– Each of these skills might be on lesson.
– Your question(s) might be student assessment (ex. Rank your ability to write a thesis statement) or teacher driven (rank the student’s ability to write a thesis statement).
– You can also phrase the questions into I can questions: Can I write a specific thesis statement? Can I use a hook in my introduction? Can I use transitions between paragraphs?

What should be the spacing between summative and formative assessments?
Personally, I think students should not be given a summative assessment until they’ve had their feedback from a formative assessment and had time to practice and get strong at it. In the article from yesterday about SBG, the author states that she doesn’t think students should be given a summative assessment until most of them would be able to be at least proficient in it.  For example, I wouldn’t just assign a paper to my kids. I’d have them write a practice thesis and give feedback on that until they have it right. Then I’d have them write an intro paragraph and give feedback on that. Only when we’ve practiced everything would I assess “everything.”

What are some NON-technology based formative assessments?
1) Charts (students graph their own progress on a handout they keep all year)
2) Portfolios— let them reflect in writing on their growth in their ability to do XX from the beginning to the end of the semester.
3) Cold Calling
4) Sticky Notes/ Tickets out the door
5) Hot Seat
6) Student written reflection about their own learning
7) Keep a word wall– let students organize the words into piles of Know, Half and Half, What?

Vocabulary formative assessments?
Whose line is it anyway?, google form- checking all the words, quizzlet, personal word wall

Formative for scaffolding long term projects?

This might be something to work on in class today.

How to integrate SBG?
This might be something you work on today if you like. Start small– with the categories in your gradebook. The rest will come!

How standards decided/assessed in SBG?

For me, I just broke my class into the parts: Reading/Writing/Research/Discussion and Public Speaking/ Literary Devices/ Behavior.  Each assessment had a rubric for each category. Some assessments had 100 points for research and 100 points for Discussion

How Summative Assessments change?
With SBG your summative assessments will be more focused. In a test, each question will hit upon a particular learning goal. You might have 2-3 questions per learning goal. In a project, the final project will be directly related to a learning goal.

The purpose of traditional quizzes?
Quizzes are still fine. Those are a type of formative assessment. No longer should they be a gotcha for grades, but rather a source of information for the kids. What did you miss? What do you still need work on? Have them reflect in writing to you and you respond/come to office hours/ don’t move on until everyone’s got it.

Can you combine traditional and standards based grading?
Let’s discuss.

Tech Tools Questions:
How can I use twitter?
Think about trying this out for your work today in class.

What is backchanneling? effectiveness?

Anyone from yesterday’s today’s meet session want to help?

What about differentiation….How can I give specific feedback for each kid?
Example: have the kids write their own comments evaluating each standard and their progress in it, and then you respond. Do this 2x a year.

Teachers to have more buy in?
Great article about change. Email me and I’ll send it to you.
Model all of these yourself.
Collaborate…be willing to listen.

Self-reflection/Metacognition in Students Research?
Student motivation when not graded?
Chapters 8 and 9 in The Teacher As Assessment Leader Edited by Thomas R. Guskey
My students ask me, is this formative or is this summative? Their effort doesn’t change, but their stress level does. 🙂

9:20-9:30 Break

9:30-10:30 Group Brainstorming about Lessons
Get into groups based on subject matter (as close as possible)
15 minutes PER PERSON: Share your lesson/unit in your team: Briefly describe
1) The objective of the lesson: What are you trying to get your students to learn
2) What you want to know when you assess/How you normally assess it
3)As a group, then brainstorm ideas for formative assessment.
10:30-12:00 Independent work/Break as needed
Work on incorporating your ideas into your unit/lesson plan

Reworking the Lesson:
1) What is the objective/are the objectives of the lesson? Write them in “I can” statements using student friendly language.
2) Rework those objectives into the form of questions. These will be your essential questions.
3) Determine the best type of formative assessment(s) to use.
4) What will you do if the students know it? What will you do if they don’t know it? When do you feel comfortable moving on?

12:00-12:45 Working Lunch: Share reworked lessons and formative assessments with peer. Peer Feedback.

12:45-1:30 Wrapping Up:  Final Survey and Reflections. Final Debrief.

Review Essential Questions:
What is formative assessment?
What is the difference between formative and summative assessment?
What are the benefits of formative assessment for teachers and students?
What are some types of formative assessments that I can use in my classroom?
How can I create and organize plans for implementing formative assessment in the upcoming year?
How can I build and use my PLN (professional learning network) for help with formative assessment and other teaching matters?
How can I integrate technology as a resource for formative assessment?
Other Questions:
1) What will be a challenge you face when you get back to school?
2) What is your first 1% change?

This entry was posted in Education, Uncategorized and tagged , , . Bookmark the permalink.

Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s