what do we know about formative assessment?
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What do we know about Formative Assessment?. With a partner: add ideas on sticky notes to poster. Formative Assessment. Formative vs Summative. Summative: The Autopsy Formative: The Checkup. Formative Assessment. - PowerPoint PPT PresentationTRANSCRIPT
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What do we know about Formative Assessment?
With a partner: add ideas on sticky notes to poster
Formative Assessment
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Formative vs Summative
Summative: The Autopsy
Formative: The Checkup
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Formative Assessment
“Formative assessment is a planned process in which teachers or students use assessment-based evidence to adjust what they are currently doing.”
-W. James Popham Transformative Assessement
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Characteristics of Formative Assessments
• They are assessments FOR learning, not assessments OF learning
• Designed to assist learning, not grading
• Make students’ thinking visible to themselves and to others
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Key Features of Formative Assessment
Formative Assessment is a process not any particular test
Formative Assessment takes place during instruction
The function of this feedback is to help teachers and students make adjustments that will improve learning
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Formative Assessment Continuum
Informal Unplanned Planned
Formal
On-the-Fly Planned-for-Interaction
Embedded-in-the-Curriculum
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Formative Assessments:
1. Write-to-learn Prompts: RAFT
2. Effective Questioning: Fact First Questioning
3. Annotated Student Drawings
4. Graphic Organizers
5. Response Cards
6. Physical Response
7. Give One to Get One
8. Think, Pair, Share
9. I used to think…but now I know
10. Assessment Probes & Concept Cartoons
11. Exit Slip
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1. Write-to-learn Prompts
RAFT• R= role• A= audience• F= format• T= topic
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1. Write-to-learn Prompts
• Role: a tree• Audience: light• Format: text message• Topic: thanks for what you give me
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1. Write-to-learn Prompts
OTHER PROMPTS• Admit Slips: Describe how sound waves travel.• Crystal Ball: What will we learn about today?• Exit Slips: The 3 best things you learned
today…
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2. Fact First Questioning
1. State the Fact2. Why is X an example of Y?
EXAMPLESGlucose is a form of food for plants. Why is
glucose considered a food for plants?Sandstone is a sedimentary rock. Why is
sandstone considered a sedimentary rock?
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3. Annotated Student Drawings
http://www.teachertube.com/view_video.php?viewkey=c3f70187a007859af892
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4. Graphic Organizers
FRAYER MODEL CONCEPT MAPS
thinkingmaps.com
Formative Assessment
•Assessment for learning•Makes student thinking visible•Check for understanding
•For feedback not grading•Happens during learning•A process not a particular test
•Probes•Whiteboards•Clickers•Graphic organizers
•WASL•End of unit tests•SAT•GRE
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5. RESPONSE CARDS
Response Cards: index cards, dry erase boards, magnet boards
Checking For Understanding--(Fisher & Frey, ASCD 2007.)
Audience Response Systems (ARS): clickers, eggs, responders, cell phones- technology based response systems
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6. Physical Response
GET UP & MOVE• Human Scatterplots
• Four corners
• Sticky Bars
HAND SIGNALS– Thumbs– Fist to Five
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Four Corners
• Show students a Friendly Talk, Concept Cartoon, Familiar Phenomenon, or Prediction probe
• Students go to a “corner” of the room based on their answer choice
• Students discuss answer choice with their common response group
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Human Scatterplot
• Give students a formative assessment probe with 3-4 choices• Students create a scatterplot based on a answer choice (A, B,
or C) and confidence in answer.
A ++ ++++
B + ++
C ++++ +
Front of room
Confidence: Low to High
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Sticky Bars
• Give students a probe with 3-5 forced choices• Students anonymously write answer choice on a sticky note• Create a bar graph of choices
a
a
a
a
b
cb
c
b
d
c
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7. Give One to Get One
• This technique is best done when students are using science notebooks. The entire activity should be done with students in a standing position.
• Each student is asked to find a partner with whom he/she compares notes.
• The student takes a moment to identify the information they have in common.
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Give One to Get One-Continued
• Each student identifies something he did not record but his partner did.
• This new information is then recorded in each student’s notebook.
• In effect, each student gives one and gets one.• Pairs can report to whole class regarding the
transaction.
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8. Think, Pair, Share
Think-Pair-Share and Write-Pair-Share 1. Think or write about your answer individually. 2. Pair with a partner and discuss your answers. 3. Share your answer (or your partner’s answer) when called
upon.
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9. REFLECTIVE PROMPTS
I USED TO THINK BUT NOW I KNOW
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Formative Assessment Resources
• Science Formative Assessment: Keeley
• Checking for Understanding: Fisher + Frey
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Formative Assessment Menu
Take 5 minutes: pick a strategy # 1-9 you will use
Share with a partner how you will use this strategy?
ANDWhat will you do with the information from
students?
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10. Formative Assessment Probes & Concept Cartoons
• A probe is a purposefully designed question that reveals more than just an answer.
• A probe elicits a response that helps teachers identify students’ ideas about phenomena or a concept.
• Probes are also used to encourage thinking and sharing of ideas.
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Developing Probes
Specific learning goal(s)
Commonly held ideas+
Assessment Probe
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Three Probe Components
• Assessment Prompt
• Forced Choices
• Justification
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Prompt
Forced Choice(s)
Justification
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Types of Probes
• Justified List:– Determines how
students apply scientific ideas to a variety of objects or phenomena.
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Types of Probes (continued)
• Prediction Probe– Asks students what they
think will happen in a familiar situation
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Types of Probes (continued)
• Familiar Phenomena Probe– Elicit thinking about
relevant, everyday phenomena.
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Types of Probes (continued)
• Friendly Talk Probe– Set in a context where
two or more individuals talk about their ideas of science concepts.
Can also be in the form of a Concept
Cartoon
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Types of Probes (continued)
• Comparison Probe– Students are given
contrasting objects or processes to compare and are asked to select and justify which one matches the given statement.
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Resources
National Science Education Standards
Science Curriculum Topic Study
Science Matters Science For All Americans Benchmarks for Science
Literacy Making Sense of
Secondary Science