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•It can be linked to Backward Design: Identify desired results. Determineacceptable evidence. Then, plan instruction.

•It is all about how the assessment is used.

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•Think of the data and other information that provides feedback to youand your students. Which are formative (used to inform so that changescan be made during a process)? Which are summative (occur after thefact)?

•Ask the group to brainstorm other examples.

•The important point to make is that this work is very difficult. Without ameans for teachers to get formative feedback, decisions are made basedon reactions.

•Example: We act like the students train us to act. If students like whatwe do and feel successful, they will be interested and become moreresponsible for their own learning. Thus, we receive the feedback onwhat is working.

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•Value-added looks at teacher effect.

•Formative assessment looks at student progress.

•Responsive teaching occurs after formative assessment.

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Examples:

•Medical: Diabetes check.

•Practical: Cooking (taste, add salt etc.).

•Sports: Golfing.

•Sports: Marathon runners.

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•The purpose of this survey was to see if actual classroom practices werein line with what science says are functional practices related to studentacademic growth.

TARGET: Gain an understanding of what the research shows aboutassessment practices

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•The prevalence of teachers’ grading practice work appears to increaseas one moves through the system.

Estimates:

•36% of primary teachers grade practice work.

•57% of intermediate teachers grade practice work.

•83% of middle school teachers grade practice work.

•89% of high school teachers grade practice work.

•Caveat: When we want students to take more risks in their learningefforts and as the subject matter gets increasingly more difficult, we areless apt to make the practice “penalty free.”

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•Be sure to reference the surveys included in the handouts.

•Suggest how they might be used.

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•In a study conducted by Fuchs and Fuchs (1986), it was concluded thatas teacher skill in formative assessment increase, student achievementgoes up between 13 and 28%.

Many studies come down to these four generalizations:

•Feedback from classroom assessments should give students a clearpicture of their progress on learning goals and how they might improve.

•Feedback on classroom assessments should encourage students toimprove.

•Classroom assessment should be formative in nature.

•Formative assessments should be frequent.

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•From the paper, “Inside the Black Box: Raising Standards ThroughClassroom Assessment.”

•They found that where sound assessment for learning practices wereimplemented, students performed on average 30 percentile points morethan places not using the strategies. The largest gain was for the low-achieving students.

•They also found that there is room for improvement in the area offormative assessment. Specifically, the improvement needs to involveassessment accuracy, more descriptive vs. evaluative feedback andmore student involvement.

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This slide shows 2 groups of students who started out at similar points asshown by bell curves on the left:

--Treated group of students who were given formative assessmentstrategies that were implemented correctly, scored higher (30 percentilepoints, as shown by the higher hump), scpred closer to the mean, and thegap between higher and lower scoring students decreased.

(1 SD difference after treatment that equals 34 percentage points)

--Control that was taught in the traditional way without formativeassessment practices, kept the status quo

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To become an integral part of the instructional process, Guskey says thatteachers must:

•Use assessments as sources of information for students and teachers.

•Follow assessments with high-quality corrective instruction.

•Give students second chances to demonstrate success.

•He says this statement in addition to all the research cited to support.

•From the book Transformative Assessment, 2008, by James Popham

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•Stiggins views assessment for learning as an essential foundation ofproductive instruction.

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•Not one state in the nation requires an assessment course for teachercertification (state policy issue).

•High-quality assessment courses are rare; assessment courses thatinclude formative assessment content are even more rare (preparationissue).

•Existing beliefs about grading, student-involved assessment, andstudent opportunities to learn, among other dubious beliefs may behindering (cultural issue).

•The more prominent role of standardized testing (summative) may causesome educators to de-emphasize formative assessment’s role(contextual issue).

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•Participants will briefly share their thoughts as a way to process the priorinformation.

•Lot’s of good discussion generally occur here.

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•This information is taken from an article by Rick Stiggins: Rethinking theMotivational Dynamics of Productive Assessment. (Manitoba Associationof School Superintendents, Spring 2005).

•We taught it, they just did not learn it.

•Now, it is more about outputs (student learning) vs. inputs(teacher delivery).

•If students believe that standards are beyond reach, then they willstop trying.

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•Conditions that tend to drive out intrinsic motivation:

•Coercion.

•Intimidation.

•Rewards/Punishments linked to self-worth.

•Negative competition.

•Infrequent or vague feedback.

•Limitation of personal control.

•Responsibility without authority.

(Caine and Caine, 1997 and Jensen, 1998)

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•There is still a place for summative assessment.

•We have to use a balanced assessment system.

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•Those who study the human brain have found that we all have an innate desireto learn.

•We are born with intrinsic motivation.

•The brain is built to seek information.

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•Refer to participant handout.

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•Who will be using the results?

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•The targets are clear to the teacher and the students.

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•Does the assessment design match the information to be assessed?

•Are the samples large enough to determine achievement?

•Are the assessments aligned to the targets?

•Is teaching aligned to the targets?

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•Communicated effectively to students and other stakeholders.

•Feedback is most effective when it points out successes and is designedto stimulate correction or errors relevant to the task (Bloom, 1984).

•Intensive correction, where the teacher marks every error in every paperis completely useless. Marking all errors is no more advantageous interms of student growth than marking none of them (Hillcock, 1986).

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We know that you have heard these because you have just read these.

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•Check your understanding against a credible source… your CASLbook

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Revisit and emphasize.

Red, Green Yellow cards

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