Using Formative Assessments as a UDL Tool

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Using Formative Assessments as a UDL Tool

• Christine Foote, M.Ed.
• Lakewood City Schools

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Learning Targets for Todays Session

• I can describe characteristics of formative
  assessment.
• I can ascertain the best use of these assessments
  (either before, during, or after the learning
  process).
• I can articulate three or more formative
  assessments I intend to use with students.

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Sample Student Learning Target for Sixth Grade
Language Arts

• Reading Process Standard, Benchmark B.
• Indicator 4. Summarize the information in texts,
  recognizing important ideas and supporting
  details, and noting gaps or contradictions.
• Learning Target I can make a short statement of
  the main points or the big ideas of what I read.
• How might this break down further? How would you
  scaffold the learning?

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Formative v. Summative

• Not graded
• Ongoing student growth
• Process during learning
• Used as practice
• Descriptive
• Motivating/engaging

• Graded
• Final measurement
• Event after learning
• Used as a test
• Evaluative
• Passive

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Your purpose for viewing the video clip

• What parallels can you draw from this scene and
  the assessment practices in your classroom?
• What you think of me, Ill think of me, and what
  I think of me, Ill be. Judith Arter,
  co-author of Classroom Assessment for Student
  Learning

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Learning Target 1 I can describe characteristics
of formative assessment

• In order to assess our learning of target 1,
  please take 2 minutes to complete a Quick Write.
• Respond to the following Describe some
  characteristics of formative assessments. How
  might formative assessment impact student
  learning?

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Learning Target 2 I can determine the best use
of these assessments (either before, during, or
after the learning process)

• Select a graphic organizer and use it to keep
  track of the assessments we discuss.
• While keeping track, place the assessment item in
  the area that you feel is the best fit for your
  students and subject area (before, during, or
  after the learning process).

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Strategic Network When designing an assessment,
keep the following UDL principles and questions
in mind

• Flexible models of skilled performance Were
  expected outcomes clearly outlined?
• Opportunities to practice with supports Were
  any scaffolds used?
• Ongoing and relevant feedback Were students
  given meaningful feedback at steps in the
  process?
• Flexible opportunities for demonstrating skill
  Was there more than one way for students to
  demonstrate skill?

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Select the formative assessments you want to
discuss
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http//www.mitest.com/
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http//edublogs.org/
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http//webquest.org
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http//www.lnoca.org/lakewood/madison/lrc/biomes/b
iomes_webquest/introduction.htm
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http//info.zoomerang.com
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http//rubistar.4teachers.org
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Learning Target 3 I can articulate three or more
formative assessments I intend to use.

• Think Take a moment to consider the assessments
  we discussed today.
• Write Use the back of your Quick Write card and
  write down three formative assessments you intend
  to use with your students.
• Pair Talk with a partner about these
  assessments. What ideas do you have for using
  these with students? How will you tailor these
  assessments to your content area?
• Share Inform the larger group.

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Formative Assessment References

• Black, P., Wiliam, D. (1998). Inside the black
  box Raising standards through classroom
  assessment. Phi Delta Kappan, 80(2), 139-148.
• Chappuis, S., Stiggins, R.S., Arter, J.
  Chappuis, J. (2004). Assessment for learning an
  action guide for school leaders. Portland, OR
  Assessment Training Institute.
• Stiggins, R.J., Arter, J.A., Chappuis, J.,
  Chappuis, S. (2004). Classroom assessment for
  student learning. Portland, OR Assessment
  Training Institute.
• Marzano, R.J. (2006). Classroom assessment and
  grading that work. Alexandria, VA Association
  for Supervision and Curriculum Development.

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Contact Information

• Christine Foote
• Instructional Coach, Lakewood City Schools
• christine.foote_at_lakewood.k12.oh.us
• 216-529-5390

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Final Food For Thought

• Without the use of formative assessments, will
  you feel like this?