Formative Assessment

JULY 18th and 19th!!! 8:30-1:30

Participants will :
1)    Understand the benefits of formative assessment for teachers and students.
2)    Know multiple types of formative assessments.
3)    Self-assess their ability to use formative assessment in their classrooms.
4)    Create and organize plans for implementing formative assessment in the upcoming year.
5)    Brainstorm new ideas for formative assessment to use in their classroom.
6)    Build a network of teachers with whom they can continue to work.
7) Integrate technology as a resource for formative assessment.

As a result of this course, students will demonstrate the ability to:
1)    Show growth in their self-assessment of their ability to use formative assessment in the classroom.
2) Meet the competencies of the course based on self and teacher assessment using the Gusky Scale.

Day 1: Participants will self-assess their ability on the competencies of the course. Participants will then get to know each other in order to begin to build a community of learners. Later, participants will then be introduced to some of the research supporting formative assessment as a tool for student learning. Participants will practice using several types of formative assessment (twitter, sticky notes, take 5, etc). At the end of the day, participants will once again self-assess their competencies.

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?

Today’s meet
Google forms
Sticky notes
Take 5
“ticket out the door”
Thumbs up
Cold Calling
Hot Seat
Triangle, Circle, Square
Comments on Microsoft Word
Do Now

8:30-9:00: Welcome, Introductions, Review summary of responses
– Tool: Do Now
Do Now 1: When you enter, please write your first name on a name plackard in large letters and place on your desk/near your seat
Do Now 2: Log in to your computer, using the Wminsterwpa and the following access code: Password for online access for off campus people:  a9f1b8e2c7
Wminsterwpa- domain.
Introductions: Who you are and what you teach
Explanation of Class/Tools
– Tool: Google Forms – to review the summary of responses

9:00-10:00 Jigsaw of Readings
Group 1: read #1 and #5   If you know formative assessment and would like to extend your thinking
Group 2: Read #2  If you know a little about formative assessment
Group 3: Read #3 If you don’t know much about formative assessment and what it is
Group 4: Read #4  if you want to stretch your mind  (only page 1, page 2, the diagram on the top of page 3, and the first 2 paragraphs on page 5)

   only read pages
5) (combine with 1)

15 minutes: Read your article, and then reflect in writing:
1) What squares with your beliefs?
2) What are the three most important points?
3) What is still CIRCLING around in your head?
10 minutes: Share with your homogeneous reading groups: summary and your thoughts then decide what to share
30 minutes: Share in heterogeneous groups:
Reflect as a big group

10:00-10:30 Formative Assessment Tools:
– Tools: Polleverywhere, twitter
What is formative assessment?
What is the difference between formative and summative assessment?  #wmsformative

– 10:30-10:45 Break

10:45-11:45 Discussion about Assessment
– Tools: Today’s meet
10 minutes: Reflect in writing on any of  the following questions
What kinds of assessment do you use most in your classroom?
What types of assessments do you find provide YOU with the most information?
What types of assessments do you think provide your STUDENTS with the most opportunities for learning?
What do you do with the information from assessments?
What should you do if your students don’t get it?
What scares you about assessment?
Where does assessment go wrong?

10 minutes: Explain Today’s meet and the fishbowl discussion
10 minutes: Discussion group 1
5 minutes: Review Today’s meet
10 minutes: Discussion gorup 2
5 minutes: Review Today’s meet

11:45-12:45 Read about Standards Based Grading/ Cold Calling/ Discussion
10 minutes: read the article, make notes in the margin.
15 minutes: Cold Calling
-Tools: Cold calling, ticket out the door/ Sticky note/ take 5

30 minutes: Discussion: How might using standards based grading improve your ability to use formative assessment in your classroom?
Ticket out the door: Take five on a sticky note
5: facts about standards based grading
4: tools for formative assessment you’ve learned
3: people who you’d like to make part of your PLN
2: things that are working well or not working about this class
1: thing you’d like to change

12:45- 1:30 WORKING LUNCH /Hot Seat in the lunchroom
Questions for discussion:
1) What are some metaphors for formative/summative assessment?
2) How does formative assessment happen outside the classroom?
3) What has challenged you about what you’ve learned?
4) What are types of formative assessment that you use in your classroom already? Formal or informal?
5) What are your thoughts about your grading system? What is the “unspoken curriculum” that your gradebook set-up teaches?
All together: Thumbs showing…..
Homework: bring a lesson/unit you’d like to work on tomorrow and sh

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