implementing formative assessment online professional development what principals need to know
TRANSCRIPT
Objectives
Orient you to the FA course content & expectations
Illustrate how this initiative aligns with other work
Explain the role of the principal in supporting FA
Convince you that this is worthy of your faculty’s
time and energy
CCSSO Definition of Formative Assessment
Formative Assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes.
The Formative Assessment Process
Planning for classroom formative
assessment
Collecting evidence of
student learning
Using evidence to inform and
adjust instruction
Engaging students to take next steps in learning
This works!
• Teachers report they are more successful in reaching all students
• Students report more interest in learning• Discipline issues decline• Students share their learning goals with parents,
and parents say “I get it!”• Learning is more fun• Student achievement gains are amongst the
highest compared to other educational interventions
Overview of Course
Where did this come from?
• Race to the Top• Basic Education Program• Comprehensive Assessment System
“Each LEA shall develop a Comprehensive Assessment System that includes measures of student performance for the purposes of formative, interim, and summative evaluations of all students in each core content area.”
Formative
Interim
Summative
Frequency of administration
Scope and Duration of
Cycle
Expectations of Participants
90 minutes for each Community of Practice
Will vary by educator 3-4 hours per module
Will vary by educator
Module 1Exploring the Foundations of Classroom Formative Assessment
Learning Focus:- Understand formative assessment as a process
that takes place during instruction- Learn key elements of formative assessment
research- Understand how formative assessment fits within
the RIDE Comprehensive Assessment System
Module 2Planning for Classroom Formative Assessment
Learning Focus:
Using the formative assessment unit planning template, including:
- Understanding how to write unit learning goals from standards
- Understanding how to write and use success criteria with students
- Learning how to write and use a learning progression aligned with a unit plan
Module 3
Eliciting and Using Evidence of Learning
Learning Focus:- Develop routines and strategies for eliciting
evidence- Learn strategies for interpreting evidence- Explore ways to use evidence to guide next steps- Develop techniques to use evidence to provide
descriptive feedback
Module 4Engaging Students to Take Next Steps in Learning
Learning Focus:
- Develop strategies to support students to be instructional resources for each other. (Peer assessment)
- Learn how to help students use evidence of learning to move forward. (Self-assessment)
- Explore strategies that support a safe, collaborative classroom culture.
Module 5Developing and Sustaining Formative Assessment Practice
Learning Focus:
-Putting it all together-Building-based implementation-Strategies for sustaining the work-Tools for monitoring implementation
Principal support: “One Pagers”
Leadership considerations for formative assessment implementation Module 1: Exploring the Foundations of Classroom Formative Assessment
Mo
du
le 1
Learning focus
Potential issues Leadership considerations
Formative assessment is a process used by teachers and students
Other definitions of formative assessment are widely used, and so teachers may have existing definitions that do not fully align to the research. These may include understanding formative assessment as:
a set of student engagement strategies common formative assessments summative assessments “used formatively” benchmark assessments
If a different definition is currently in use in your
building, help teachers think critically about how their existing definition is different from the research-based definition developed by CCSSO.
Support all faculty (those in the Formative Assessment online course and those not in the course) to develop a shared understanding of the CCSSO definition and its five attributes.
Formative assessment is an instructional process, not a program.
Formative assessment is not a program that can be “adopted”. Formative assessment is a process that teachers learn through practice, reflection, revision, and exploration of next steps.
Compared to a wholesale program adoption, where teachers are, more or less, provided with materials to use and procedures to employ, formative assessment can feel messy, uneven, or unclear.
Let teachers know that if they are doing what is outlined in the online course and if they are reflecting on their own teaching practice in light of the course frameworks, then that is exactly right. Learning to implement formative assessment can be, at times, quite messy.
Support teachers to understand that formative assessment will look different in each classroom or grade level, based on classroom context, content area focus, and teacher pedagogy.
Reflection is a critical part of the learning process. The more opportunities teachers have to reflect on their emerging classroom formative assessment practices, the more quickly these early-stage change issues can be resolved.
ImplementationChoice Points & Flexibility Factors
• Participants• Launch• Access• Collaboration• Facilitators• Compensation
For More Information
FA webpage:http://www.ride.ri.gov/Assessment/Formative.aspx
Laura [email protected]