getting started with common formative...
TRANSCRIPT
Getting Started With Common Formative Assessment
(Slides)
Kim Bailey
Getting Started With Common Formative Assessment
PLC Institute Kim Bailey [email protected]
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Session goals
Examine the role of CFAs within the work of professional learning communities.
Review the big ideas and outline the process for designing common formative assessments.
Discuss potential next steps for your school or team.
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“I taught a great lesson but the wrong class came.”
—Anonymous
To ensure a guaranteed and viable curriculum … Teams should be able to answer the following questions:
What do we want students to know and be able to do?
How will we know they are learning?
How will we respond when they aren’t learning?
How will we respond when they already learned it?
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In a nutshell, teams collectively … Decide what’s important to teach.
Decide how they’ll know that students learned it.
Decide what they’ll do if they don’t learn it or if they already know it.
Do it … study it … tweak it and keep the cycle going.
How do we answer question 2 …?
At the team level?
At the classroom
level?
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Classroom Assessments Common Formative
Assessments
Benchmark Assessments
State/ External
Assessments
Examples of practice
Worksheets, clickers, white boards, exit slips, conferences
Final exams, final projects
Tasks assessed with rubrics, short quizzes, common worksheets, clickers
Quarterly tests or performances, writing samples
State tests, ACT, SAT, AP exams
Formative or summative?
Very formative
More summative Very formative More
summative Summative
Whose responsibility?
Classroom teachers
Classroom teachers
Collaborative teams at each school
District teams of representative teachers
An external group of “experts”
Purpose Immediate feedback
To give a grade
Possible Tier 2 intervention
To know how to respond after initial teaching. Tier 1 response
To look at curriculum, instructional strategies and pacing. Tier 2 response for students still experiencing difficulty.
To determine whether curriculum, instructional strategies, pacing were appropriate
—Bailey & Jackicic, Common Formative Assessment: A Toolkit for Professional Learning Communities at Work (2011)
Formative assessment defined
“Formative assessment is a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional practices or by students to adjust their current learning tactics.”
—Popham,Transformative Assessment (2008), p. 6
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Any assessment given by two or more teachers with the intention of collaboratively examining the results for:
Shared learning
Instructional planning for individual students
Curriculum, instruction, and/or assessment modifications
Common formative assessment defined
As we get started, I am wondering …
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Side benefits of CFAs
Bring about collective clarity on what kids should know and do Guaranteed and viable curriculum
Trickles down to the student
Aligned to what teachers are actually teaching (based on agreement about what students should be learning) Embedded into instruction—not major “events”
Tipping point for team—purpose, results
Monitoring along the way
Where are we starting?
Where did we end up?
• Are we moving in the right direction? • Are we going at the necessary pace? • Are we leaving anyone behind?
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What do we really want students to
know and be able to do?
How will we know students are
learning (before it’s too late)?
What are research-based practices that will lead to student
learning of Common Core, including 21st
century skills?
How do we respond when they aren’t
learning, or if they already know it?
Meaningful Collaboration for Alignment With Common Core Standards
Participate in ongoing knowledge-driven decision making and implementation of curricular adjustments and/or interventions) using the data from common assessments and the examination of student work.
Using the “end in mind,” develop common
summative and formative assessments that
integrate the skills and concepts that are most
essential, in other words, your guaranteed and
viable curriculum.
Identify and “unwrap” essential Common Core
Standards to establish collective understanding
about the skills and concepts that lead to a guaranteed and
viable curriculum that prepares our students for
college and career.
Design and deliver effective Instruction and assessment that leads to the attainment of the Common Core, utilizing best instructional practices, including integrated technology, inquiry, etc.
The big idea about assessment in an aligned instructional system ...
If we think certain skills and concepts are important, then we need to monitor their attainment.
assessment instructiona
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Instructionally actionable data
Example:
Capistrano Unified School District
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Example: Capistrano Unified School District
Exit cards
Explain the difference between prime and composite numbers. You may wish to give some examples as part of your explanation.
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Common exit cards: Ticket out the door
We have been learning about the greenhouse effect. Explain your understanding of this important environmental issue.
What questions do you have about this topic?
Agree– disagree statements s
—Keeley, Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning (2008)
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www.voicethread.com
A simplified view of the process
Learning Target(s)
Learning Target(s)
Learning Target(s)
Sum
mative A
ssessmen
t of th
e Stand
ards
Knowledge/Concepts and Skills
Corrective Instruction
CFA Extension/ Enrichment Corrective
Instruction CFA
Extension/ Enrichment
Corrective Instruction
CFA
Extension/ Enrichment E
ssen
tial
Sta
nd
ard
s A
ddre
ssed
in
the
Un
it o
f In
stru
ctio
n
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Bigger is not better.
Big Idea 1
More often is better.
Big Idea 2
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How often should you give common formative assessments? Goldilocks’ approach: Enough to gain useful information
Not so much that it overwhelms
You don’t need to reinvent the wheel, but you do need to kick the tires.
Big Idea 3
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Use your professional filters
Assessment and test are not the same thing.
Using published or previously developed tests are not prohibited, but don’t blindly accept their quality or appropriateness. Review collaboratively before using. Exercise professional judgment.
If you don’t use common formative assessments to make a difference in student learning, the assessments are summative.
Big Idea 4
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Common formative assessments aren’t necessarily about grading, but they are about feedback.
Big Idea 5
Formative or summative?
What happens after the test has been given will truly determine whether or not it is being used as a formative assessment.
If the assessment is used to ensure students experiencing difficulty are given additional time and support and additional opportunities to demonstrate their learning, it is formative. If additional support is not forthcoming, it is summative.
(DuFour, DuFour, Eaker, & Many, Learning by Doing, 2010)
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Looking at the design process
Identify essential learning outcomes and power standards.
Unwrap the standards.*
Develop accurate and aligned assessment items.
Establish proficiency levels.
Sequence of work for teams
What standards do we emphasize in our instruction, assessment, and intervention?
What skills and concepts do we feel are absolutely essential?
Identify power standards.
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Critical questions teams ask
What do we want students to know and be able to do?
How will we know if they can?
What will we do if they can’t?
What will we do if they already can?
—DuFour, DuFour, & Eaker, Revisiting Professional Learning Communities at Work: New Insights for Improving Schools (2008)
Identifying the filters
Readiness
Leverage Endurance
Nice to know
Essential (power)
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The case for unwrapping
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
What students should know (nouns)
What students should be able to do (verbs)
Critical vocabulary and academic language
Any criteria or conditions referenced
Unwrapping the Standards to Reveal Learning Targets
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Knowledge
What simple and
complex concepts
do we want them to
understand?
What inform
ation
should they
know
?
Skill
What do we want
them to be able to do?
How will they
apply their
knowledge?
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Process for highlighting
Circle the verbs: These are the skills we want students to be able to do.
Underline the important nouns: These are the concepts, big ideas, and knowledge we want students to know and understand.
Bracket any context or conditions in which students demonstrate their knowledge and skills.
Identify key vocabulary or academic language.
Second grade math example
M.O.2.1.1 read, write, order, and compare numbers to 1,000 using multiple strategies (e.g., symbols, manipulatives, number line).
Concepts Skills • Whole numbers to 1,000 • Less than, greater than
Read Compare Write Order
Context/conditions: Multiple strategies
Vocabulary/academic language: Less than, equal to, greater than
First Swipe …
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M.O.2.1.1 read, write, order, and compare numbers to 1,000 using
multiple strategies (e.g., symbols, manipulatives, number line). Unwrapping Sample
Concepts
• Whole numbers to 1,000 (What do they look like numerically? Symbolically?)
• Symbols for less than, greater than • Each digit represents ten times larger number (place value) • Principles for using a number line
Skills
• Read numerals • Read symbolic representations of numbers (e.g., sticks, cubes) • Write numerals to 1,000 • Represent numbers to 1,000 using symbols • Compare using symbols • Compare with a number line • Order numbers that have the same # of digits • Order numbers that have a different # of digits
Context/ Conditions
• Use multiple strategies, including symbols, number line, manipulatives
Vocabulary/ academic language:
• Less than, equal to, greater than • <, >, = • Compare
Now you try it …
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
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Practice time
(Hint: Don’t forget about the implied learning targets!)
Working with a partner, unwrap the standard provided. Circle the verbs. Underline the nouns. Bracket any conditions/context.
Organize the learning targets (into “knows” and “able to dos”) and post on your chart—which are simple? Complex?
Knowledge (will know and understand)
Skills (will be able to do)
Identify any key vocabulary and academic language.
Be prepared to share!
—Bambrick-Santoyo, Driven by Data: A Practical Guide to Improve Instruction (2010)
“Standards are meaningless until you define how you will assess them.”
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Which learning targets should we assess? Which learning targets tend to cause students difficulty?
Which learning targets are prerequisite skills for information and learning to come later in this unit?
Which learning targets are absolutely necessary for students to know?
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What do we mean by aligned assessments?
Are they accurate? Face validity: Does the item measure what we are
trying to teach?
Is this item the best method to gain information on this learning target (target–method match)?
Are they efficient? Does this method get the needed information in a
reasonable amount of time?
Choosing an appropriate assessment strategy
Selected response
Constructed response
Performance
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Other forms of quality common formative assessments
Graphic organizers
Exit cards
Observation checklists
Brief performance tasks
Bullet points
Student-generated questions
M.O.2.1.1 Read, write, order, and compare numbers to 1,000 using multiple strategies (e.g., symbols, manipulatives, number line).
Unwrapping Sample
Concepts
• Whole numbers to 1,000 (What do they look like numerically? Symbolically?)
• Symbols for less than, greater than • Each digit represents ten times larger number (place
value) • Principles for using a number line
Skills
• Read numerals • Read symbolic representations of numbers (e.g., sticks,
cubes) • Write numerals to 1,000 • Represent numbers to 1,000 using symbols • Compare using symbols • Compare with a number line • Order/compare numbers that have the same # of digits • Order/compare numbers that have a different # of digits
Context/ Conditions
Multiple strategies, including symbols, number line, manipulatives
Vocabulary/ Academic Language
• Less than, equal to, greater than • <, >, = • Compare | Order
SymSymy bolbols fs foror lesless ts thanhan g, g, greareaterter th thanan Each digit represents ten times larger number (place value)) P iPriPri incinci lpleple fs fs foror iusiusingng a na n bumbumberer lilinlinee
me
p gO dOrdOrd /er/er/comcomparparp e ne n bumbumbersers th thth tt t hhavhave ae a di didiffffefferenrent #t #t # f ofof di didigitgitgits shhh tatat
ReaReaRead nd nd numeumeumeralralralsss Read symbolic representations of numbers (e.g., sticks, cubcubes))) W iW itt ll tt 1 01 00000
on
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Designing aligned assessment: Considerations Timeframe
Rigor
Context
Assessment type
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
Unwrapped learning targets Assessment ideas?
Knowledge
• Concept of argument • Knowledge of persuasive techniques • Value/need to evaluate claims made by writers • Concept of supported versus unsupported claim
Skills
• Trace (argument). • Identify claims made within the argument. • Distinguish claims that are supported versus unsupported. • Differentiate between valid and invalid claims. • Summarize/communicate findings based on evaluation.
Academic Language/ Vocabulary
• Claim • Supported • Unsupported • Trace
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Claim Specific Details/ Page or Quote Supported?
1. What is the author’s argument? (Quote the text that you believe states the argument.)
1. What is the author’s argument? (Quote thetext that you believe states the argument.) t
2. What claims does the author make to support the argument? For each claim, give the specific details the author provides or list the page number or quote. Determine if the claim is supported or not and indicate by saying yes or no in the third column.
2. What claims does the author make to support the argument? For each claim, give the specific detailst? F h l i i th ifi d t ilt? F h l i i th ifi d t ilthe author provides or list the page number or quote. Determine if the claim is supported or notand indicate by saying yes or no in the third column.
t t
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Give it a try
Examine your unwrapped standard.
What potential assessments might you identify to accurately and efficiently measure the learning targets?
Establish proficiency levels.
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4 3 2 1
Trace the author’s argument.
The student identifies the argument and the claims the author makes, including identifying those claims that are implied but not stated.
The student is able to identify the specific place in the text that lays out the author’s argument and the specific text where the claims are made.
The student is able to identify the specific place in the text that lays out the author’s argument but is unable to identify the claims the author makes.
The response is incomplete or incorrect.
Distinguish claims that are supported from those that are not supported.
The student lists all of the claims the author makes and correctly identifies whether they’re supported or not. In addition, their response indicates whether the support is sufficient and/or appropriate.
The student lists all the claims that the author makes and accurately determines if they are supported or unsupported.
The student lists at least some of the claims the author makes but is unable to determine if they are supported or not.
The response is incomplete or incorrect.
Rubric around targets Levels
Criteria
Consider a proficiency scale
(Marzano, Formative Assessment and Standards-Based Grading, 2010)
4 In addition to exhibiting level-3 performance, indepth inferences and applications that go beyond what was taught in class
3 No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught
2 No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes
1 With help, a partial knowledge of some of the simpler and complex details and processes
0 Even with help, no understanding or skills demonstrated
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Constructing an assessment Scale level Guiding question Example
Level 2 items
What items will we use to assess the simple concepts and skills?
Level 3 items (must include high-level thinking skills addressed within the standard)
What items will we use to assess the complex concepts and skills?
Level 4 items— going beyond what was taught
What items will we construct to allow students the opportunity to show they are able to go beyond?
M.O.2.1.1 Read, write, order, and compare numbers to 1,000
using multiple strategies (e.g. symbols, manipulatives, number line). Unwrapping Sample
Concepts
• Whole numbers to 1,000 (What do they look like numerically? Symbolically?)
• Symbols for less than, greater than • Each digit represents ten times larger number (place
value). • Principles for using a number line
Skills
• Read numerals. • Read symbolic representations of numbers (e.g., sticks,
cubes, etc.) • Write numerals to 1,000. • Represent numbers to 1,000 using symbols. • Compare using symbols. • Compare with a number line. • Order/compare numbers that have the same # of digits • Order/compare numbers that have a different # of digits
Context/ Conditions
Multiple strategies, including symbols, number line, manipulatives
Vocabulary/ Academic Language:
• Less than, equal to, greater than • <, >, = • Compare | Order
SymSymy bolbols fs foror lesless ts thanhan, g, ggreareaterter th thanan EEach dh di iigit represents ten tiime ls larger nu bmbe (r ( lplace value)). P iPriPri incinci lpleple fs fs foror iusiusingng a na n bumbumberer lilinlinee
im
ComComparparp e we withith a a numnumberber li linene. O dOrd /er/compare n bumbers h that hhave thhe sam #e # f of di di igitss Order/comparp e numbers that have a different # of digitg s
hah t
RReaReadd nume lrals. Read symbolic representations of numbers (e.g., sticks,, cubes, etc.)) W iWriWritete numnumeraerallsls toto 1 01 01 0000000
tio
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Constructing an assessment Scale level Guiding question Example
Level 2 items
What items will we use to assess the simple concepts and skills?
Build representations of numbers using a place value chart.
Level 3 items (must include high-level thinking skills addressed within the standard)
What items will we use to assess the complex concepts and skills?
Compare numbers of different place values using <, >, or =.
Level 4 items—going beyond what was taught
What items will we construct to allow students the opportunity to show they are able to go beyond?
Provide a written argument explaining whether they would prefer having 1,000 pennies or 50 dimes.
Key questions—assessment
Are we embedding frequent, formative assessment so that: We are examining the impact of our teaching on student learning (not simply, did we teach it)?
Our students are getting timely and meaningful feedback?
We are responding to the data in a way that helps students learn more?
Our summative assessment is truly aligned to our “end in mind”?
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Efficacy …
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Thank You! To schedule professional development
at your site, contact Solution Tree at 800 (733-6786).
Kim Bailey
Solution Tree
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