THEMATIC PLANNING

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(IN)FORMATIVE ASSESSMENT CHANGING CLASSROOM
PRACTICE
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Role of Formative Assessment Elements of
Formative Assessment Students Role in
Process Formative Learning and Assessment Tasks
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(No Transcript)
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http//www.alite.co.uk/readings/black.htm
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Assessment Cycle
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Formative Assessment

• Teachers and students gather and interpret
  evidence to create a roadmap for optimal student
  learning.

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Seven Strategies for Assessmentfor Learning

• Know where they are going
• They have a clear and understandable learning
  target.
• They use examples and models of strong and weak
  work.
• Know where they are now
• The teacher and peers give regular, descriptive
  feedback.
• They self-assess and set goals toward
  improvement.
• Know how to fill the gap
• Design lessons that focus on one aspect of
  quality at a time.
• Teach students focused revision.
• Engage students in self-reflection, and let them
  keep track of and share their learning.

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Developing Learning Progressions
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Whats out there to guide teachers as they create
this roadmap towards proficiency?
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• Tool Kit for Teachers

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Knowledge of Standards for Foreign Language
Learning in the 21st Century
NAEP, 2004
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ACTFL Proficiency Guidelines (1999)
NOVICE SPEAKERS respond to simple questions on the most common features of daily life convey minimal meaning to interlocutors experienced with dealing with language learners by using isolated words, lists of words, memorized phrases and some personalized recombination of words and phrases satisfy a very limited number of immediate needs INTERMEDIATE SPEAKERS participate in simple, direct conversations on topics related to daily activities and personal environment create with the language and communicate personal meaning to sympathetic interlocutors by combining language elements in discrete sentences and strings of sentences obtain and give information by asking and answering questions sustain and bring to a close a number of basic, uncomplicated exchanges satisfy simple personal needs and social demands to survive in the target language culture ADVANCED SPEAKERS participate actively in conversations in most informal and some formal settings narrate and describe in major time frames with good control of aspect deal effectively with unanticipated complications sustain communication by using, with suitable accuracy and confidence, connected discourse of paragraph length and substance satisfy the demands of work and/or school situations
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Español 3 Objectives for the year. This is what
you will be able to do by the end of the school
year. 1. You will be able to talk about what you
did on the weekend or during vacation, you will
be able to ask another person what he did at a
specified time and you will be able to report the
activities of another friend. 2. You will be able
to talk about what you used to do when you were
much younger. 3. You will be able to talk about
what you, someone else or something is doing
right now. 4. You will be able to recognize and
talk about many animals of the Galapagos Islands
their appearance, their habits and about
their habitats. 5. You will be able to name the
countries and their capitals where Spanish is
spoken.
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Filling the Gap
Formative assessment offers the means to fill the
gap between a learners current status and the
desired goal. Different students will have
different gaps. Sadler, 1989
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Matching Action to the GAP

• The zone of proximal development
• Scaffolding instruction

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Matching Action to the GAP
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Formative Assessment Student-Teacher Partnerships
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Shared Ownership of Learning

• Students self-assess progress toward specific
  goals
• Teachers give feedback to students students give
  feedback to teachers
• Students make more knowledgeable decisions about
  learning strategies

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Rubrics and the Feedback Process
http//flenj.org/CAPS/?page147 http//resourcesfr
omgreg.wikispaces.com/
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Intermediate Interpersonal Exceeds Expectations Meets Expectations Does Not Meet Expectations
How well does the student communicate? (Text Type) The student creates with language (does not rely on memorized chunks) connects simple sentences to create longer sentences uses strings of sentences. The student creates with language (does not rely on memorized chunks) uses simple sentences and some strings of sentences. The student uses memorized phrases and/or simple sentences (which may appear more like memorized chunks).
How well is the student underst00d? (Comprehensibility) The student is consistently and easily understood. The student is generally understood. The student is sometimes difficult to understand.
How well does the student understand? (Comprehension) Communication is logical and on topic. Communication is generally logical and on topic. Communication is occasionally illogical but is on topic.
What kind of vocabulary does the student use? (Language Use and Vocabulary) The student uses a wide range of vocabulary appropriate to the topic may occasionally grope for vocabulary. The student uses a range of vocabulary that accomplishes the task however, occasionally may be unable to find the appropriate vocabulary. The student uses basic vocabulary and may resort to English when unable to communicate the message.
How well does the student keep the communication going? (Communication Strategies) The student asks and answers simple questions to maintain communication and to clarify meaning. At times, may paraphrase to clarify meaning. The student maintains simple communication by responding to questions, asking some simple questions, and may be able to ask for clarification. The student responds to basic, direct questions but may have difficulty asking questions.
How well does the student demonstrate cultural understanding? (Cultural Awareness) The student generally demonstrates awareness of cultural appropriateness (use of register, greetings, leave-takings). The student occasionally demonstrates awareness of cultural appropriateness (use of register, greetings, leave-takings) The student does not demonstrate an awareness of cultural appropriateness (use of register, greetings, leave-takings).
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FEEDBACK Information or Judgment
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Giving FEEDBACK to Students

• Clear, descriptive, criterion-based feedback to
  students that indicates
• v where they are in the learning progression
• v how their response differed from that reflected
  in desired learning goal
• v how they can move forward

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Judgment or Information on Student Work?

• Thats a good writing piece.
• Youve done well.
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• Youre showing improvement.
• You need to try harder.

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Judgment or Information?

• In your essay, you successfully covered the main
  points related to energy conservation. What could
  you add to the section on water conservation to
  deepen your readers understanding of the issue.
• Most of your spelling is accurate. I found only
  two errors. Lets see if you can find them.
• Your first paragraph has a lot of details that
  are interesting. Can you find a way to add more
  information to the second paragraph?

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Statement Descriptive or Evaluative
Try harder next time. You maintained eye contact throughout your speech now you might work on your pronunciation. You solved the equation however, you need to include a written or visual explanation. You made some simple mistakes on your timeline. Make sure that your time intervals are all the same length. You are so close to proficiency. With a little more work, you should be at a level 3. Your writing has definitely improved. Your topic sentence is clear your next step might be to add concrete details to support it.






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Descriptive or Evaluative?

• Write a paragraph responding to the question - Do
  dogs or cats make better pets? Be sure to include
  a topic sentence, a clear concluding sentence and
  at least three supporting details.
• This is why I like dogs better than cats. I think
  dogs are really playful. They can also be strong
  to pull you or something. They can come in
  diferent sizes like a great dane or a wiener dog.
  They can also be in diferent colors. Some are
  just muts. others are pedigree. Best of all dogs
  are cute and cuddly. That is why I like dogs
  better than cats

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Student Self-Assessment http//www.ncssfl.org/link
s/index.php?linguafolio
I can do this easily and well. I can do this sometimes. I need to work on this.
I am able to introduce myself to someone.
I can understand basic information such as months of the year and numbers, especially when there are pictures or other clues to help me.
I can understand the difference between a question and a statement.
I can follow some simple directions, especially when people speak slowly and use gestures.
I can understand if you tell me a story or song.
I can tell someone about the things I like and do not like.
Español
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Good learning tasks are good formative
assessments.
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Pre-Assessment Surfacing Learners Prior Knowledge
Concept/Mind Maps Drawing related to topic or
content Guess Box Surveys/Questionnaires/Inventori
es Interest survey KWL charts and other graphic
organizers Open-ended Questioning Prediction Stude
nt interviews Teacher observation/checklists Writ
ing prompts/samples or any Pre-writing activity
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Concept/Mind Map
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Predictions
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Sample Formative Tasks in the Interpretive Mode

• Fill in graphs, charts, forms, graphic
  organizers
• Follow a route on a map from oral/written
  directions
• Check-off items in a list
• Draw what is described
• Put events from a story in logical order
• Listen for the gistidentify main idea
• Create questions from info in the piece
• Compose a title or headline for a reading or
  listening selection

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Sample Formative Tasks in the Interpretive Mode

• -Traffic Light Cards Red,
• Yellow, Green
• White boards
• Stand up if
• Finger Signaling
• Ripped Vocabulary

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Ripped Vocabulary
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Sample Formative Tasks in the Interpretive Mode

• After searching online about events in Munich,
  choose 2 events you would like to attend and tell
  why.
• Create a web or a cinquain poem that captures
  what weve learned today about (Exit Card)
• Draw a symbol that best portrays this storys
  character as you now understand him (her), and
  write a brief explanation as to why you chose
  that symbol.
• ?

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Interpersonal Mode
Spontaneous exchanges that involve negotiation
of meaning between people. They are unrehearsed,
non scripted. Come with information the other
learner does not have, creating an info gap to
provide and obtain information Memorized,
scripted dialogue readings, or skits are not
Interpersonal Mode tasks.
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Interpersonal Mode

• Info Gap
• Socratic Circle
• Pick roles from a story and have a conversation
  between the two characters
• Blog with teens in the target culture
• Share information on a Facebook page
• Make a purchase
• Order in a restaurant
• Obtain directions
• Converse Face to face or by telephone
• Debate issues
• Make plans

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Sample Interpersonal Tasks

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Sample Interpersonal Tasks
Ask your partner questions to find 5 differences
between your pictures. Remember that you cannot
look at each others pictures.

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Presentational Mode
Learners solve problems, create a new product,
use the content for a real world purpose other
than display for the teacher or
classroom. Learners have time to rehearse,
revise, rewrite, consult sources, or otherwise
prepare ahead of time.
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Presentational Mode

• Demonstrate how to prepare a recipe
• Create a guide or school/town for an exchange
  student
• Write a letter of introduction to a school in
  the target country
• Develop a web page (mock facebook or my space
  page)
• Design an advertisement or classified ad
• Write a new beginning or ending of story, song
• Solve a problem
• Take part in a TV or radio spot
• Design a survey and present findings
• Create a Public Service Announcement
• Write Poem, Song, Rap
• Design a Storyboard

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Extended Exit Card

• 3-2-1
• -Identify 3 characteristics of Formative
  Assessment that differs from Summative.
• -List 2 important ideas about Formative
  Assessment that you will share with colleagues
• -Provide one good reason why teachers should
  alter their classroom practice to include
  formative tasks.

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Checking for Understanding
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Frayer Model Exit Card
Definition (in own words) The ideas, beliefs, and ways ofdoing things that a group ofpeople who live in an area share. Characteristics Shared ideas Shared beliefs Shared practices
CULTURE CULTURE CULTURE
Examples (from own life) What my friends and I wear Music we listen to Non-Examples Color of my hair Color of my eyes Nature Weather
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More effort has to be spent in framing questions
that are worth asking that is, questions that
explore issues that are critical to the
development of student understanding. (Black et
al., 2003)
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Questions (Tuffin, 2003)
Typical Reframed Strategy
Which words are used to describe the main character in the story? Why is the word ambitious used to describe the main character? Providing the vocabulary, asking why it is appropriate or how it was arrived at.
Why do you think there are so many people interested in reducing pollution in large cities? What argument would car drivers in Los Angeles have against the wishes of the anti-pollution campaign who are trying to reduce the number of cars in the city? Asking a question to be answered from an opposing standpoint.
Would you prefer to attend a French or American school? ???

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Wait Time Strategies

• Thinking Time, No Hands Up
• Students write their thoughts
• Teacher randomly selects several students to
  share their answers - popsicle sticks
• Pair Thinking, No Hands Up
• Students think with buddies making notes about
  what they considered and their conclusions
• Teacher randomly selects several pairs to share
  their answers
• Square Thinking, No Hands Up
• Students think with partner and then join another
  pair to form a four-student thinking square
• Teacher randomly selects squares to share their
  answers

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Closure 1 (Frayer Model)
Definition (in own words) Characteristics
FORMATIVE ASSESSMENT FORMATIVE ASSESSMENT FORMATIVE ASSESSMENT
Examples Non-Examples
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Closure 2 (Exit Card)
EXIT PASS Please fill out COMPLETELY and
THOUGHTFULLY and turn in before you can leave.

What are four things that really squared in your
head today? 1. 2. 3. 4.
Name one question that you have going around in
your head from what you learned today. Q
What are three things you want to remember from
the lesson/presentation today? 1. 2. 3.
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• Priscilla Russel
• K-12 Supervisor of World Languages, ESL, and
  Bilingual Education
• Princeton Regional School District
• Priscilla_russel_at_monet.prs.k12.nj.us
• Rosanne Zeppieri
• Supervisor of Curriculum Instruction
• West Windsor-Plainsboro Regional School District
• Rosanne.zeppieri_at_ww-p.org