Formative Assessment

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Formative Assessment

• (Revisited)

2
On the Index Card

• Write down questions, concerns, or stumbling
  blocks you see as we continue to look at
  Formative Assessment.

3
Word Sort

• Take words from the envelope
• Sort into categories
• Name the categories
• Place categories and words on the chart paper and
  post

4
Four Pillars of FA

• Learning Progressions
• Identifying the Gap
• Feedback
• Student Involvement

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CCSSO Definition of FA

• The Council of Chief State School Officers

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Learning Progression

• Knowing curriculum
• Where they were
• Where they are
• Where they are going
• Intentional Planning
• Understanding by Design

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Unit Planning

• SCSD Curriculum and State Standards
• Content vs. Process Strands
• What does the content look like on the NYS test
  (match to Blooms Taxonomy)
• Unit Planner with UBD

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Identifying the Gap

• What do students know already?
• Are there any misconceptions?
• What are students understanding or not
  understanding during the lesson

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Identifying the Gap

• Is It or Isnt It Formative Assessment?
• THINK PAIR SHARE
• Read each vignette, decide if it is formative
  Assessment.
• If it is an example of FA, how does it link to
  the CCSSO attributes
• If it is not an example of FA, how would it need
  to change to become an example of FA

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Identifying the Gap

• What are some Formative Assessment Strategies
  you like to use to help identify
• the gap?

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BREAK TIME!
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Student Involvement

• Students should be given the objectives in
  understandable language
• Students should be given the opportunity to see
  exemplars
• Students should be given plenty of time for
  meta-cognition

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Student Involvement

• Students should self-assess themselves on
  learning objectives

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Feedback

• Say Something
• What
• A structure for reading an article
• Why
• To give readers time to discuss topics and
  organize thoughts

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Feedback

• Say Something
• How
• We will work in groups of 2 or 3
• Each participant reads to a designated point and
  then each person in the group says something
  about the section of reading

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Feedback

• With your group come up with one important idea
  from the article to share with the whole group.

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Feedback

• Using the student work in your folders, come up
  with feedback for each student paper

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LUNCH TIME!
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Group Brain Storm

• Groups will be split into seasonal birthdays
• In each group brainstorm some solutions for each
  issue you raised in the morning session
• When the music begins, it is time to rotate to
  the next topic
• Rotation will be clockwise

20
Planning Time!