formative assessment institute presented by: jennifer nehl from

Formative Assessment Institute

Presented by:

Jennifer Nehl

From

Outcomes

•To develop a basic understanding of formative assessments; assessment FOR learning.

tie.net

Staff Jennifer Nehl

Formative Assessment Wikispace

Assessment Continuum

Pre-AssessmentDiscovering

Summative/Final

AssessmentMaking Sure

Formative AssessmentChecking Up

It isn’t the method that determines whether the

assessment is summative or formative…

…it is how the results are used.

Seven Strategies for Assessment FOR

LearningWhere am I going?1.Provide a clear and understandable vision of the learning target.2.Use examples and models of strong and weak work.

Where am I now?3. Offer regular descriptive feedback.4. Teach students to self-assess and set goals.

How can I close the gap?5. Design lessons to focus on one aspect of quality at a time.6. Teach students focused revision.7. Engage students in self-reflection and let them keep track of and share their learning.

What and How

Tool: What/How

Learning Targets

Learning Targets• How do you currently

communicate the intended learning of a lesson, activity, task, project, or unit to students?

• When does this communication occur?

Four Types of Learning Targets

Let’s Practice

Clear Learning Targets

Descriptive Feedback

Seven Strategies for Assessment FOR

LearningWhere am I going?1.Provide a clear and understandable vision of the learning target.2.Use examples and models of strong and weak work.

Where am I now?

3. Offer regular descriptive feedback.4. Teach students to self-assess and set goals.

How can I close the gap?5. Design lessons to focus on one aspect of quality at a time.6. Teach students focused revision.7. Engage students in self-reflection and let them keep track of and share their learning.

Providing Feedback

“The most powerful single modification that enhances student achievement is feedback. The simple prescription for improving education must be ‘dollops of feedback’” (Hattie, 1992, p. 9).Robert Marzano, Classroom Instruction that Works Chapter 8, p. 96

Feedback, the Breakfast of

Champions

Dr Robert Marzano:Powerful feedback

is – Corrective– Timely– Specific– Self monitoring

Providing Feedback

•Feedback should be specific to a criterion. Criterion-referenced feedback tells students where they stand relative to a specific target of knowledge or skill. --Marzano, 2001, p. 185.

Descriptive FeedbackStiggins

• “Providing students with descriptive feedback is a crucial part of increasing achievement. Feedback helps students answer the question, ‘Where am I now?’ with respect to ‘Where do I need to be?’-Classroom Assessment for Student Learning, page 44

Give it a try

Descriptive FeedbackStiggins

When providing DF, you must provide two components:

1.Area of strength, growth or celebration.

2.Coach for growth.

Descriptive Feedback

Individually1. Star three

successful statements of descriptive feedback.

2. Circle three non-descriptive statements of feedback.

With a partner3. Discuss the successful

statements. What specifically helps students answer “Where am I now?”, “Where do I need to be?”

4. Discuss the non-descriptive statements. Reword them to help students answer “Where am I now?”, “Where do I need to be?”

Descriptive Feedback

Initially

Give you elbow partner feedback on what they are wearing

Now…

Give your elbow partner descriptive feedback on what they are wearing.

Descriptive Feedback

What was the difference?

jnehl@tie.net

Presented by:

Jennifer Nehl

From