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Formative Assessment in Context

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CEELO RoundTAble Using Assessment to Improve Teaching & Learning for Young Children, Birth-3rd Grade Formative Assessment in Context Panelist: Peter L. Mangione, Ph.D. – PowerPoint PPT presentation

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Title: Formative Assessment in Context


1
Formative Assessment in Context
CEELO RoundTAble Using Assessment to Improve
Teaching Learning for Young Children, Birth-3rd
Grade
  • Panelist
  • Peter L. Mangione, Ph.D.
  • WestEd

2
Learning and Development
  • begins in relationships, is informed by
    relationships, and is stimulated by relationships

3
Formative AssessmentConsiderations for the
Birth-to-5 Age Range
  • Learning is integrated
  • Need to support both learning and development
  • Emotional security in close, caring relationships
    is foundational
  • Exploration and play are central in learning  
  • Spontaneous, responsive interactions are
    critically important
  • Qualitative shifts in learning and development
  • Young children become increasingly able to learn
    from guided instruction as they develop

4
Formative Assessment
  • Helps shape a students learning by
  • Eliciting evidence of learning
  • Interpreting the evidence to illuminate a
    students learning needs
  • Using interpretations of evidence to adjust
    instruction to meet a students needs (Black
    Wiliam, 1998)

Orland, M., Anderson, J. (April 2013).
Assessment for learning What policymakers should
know about formative assessment. San Francisco
WestEd.
5
Kinds of Adjustments Based on Formative
Assessments in ECE Settings
  • Contexts for Learning and Development
  • Interactions/Conversations
  • Environment
  • Routines

6
Formative Assessment
  • Ranges from
  • Informal to formal
  • Responsive to planned
  • Brief to extended

Orland, M., Anderson, J. (April 2013).
Assessment for learning What policymakers should
know about formative assessment. San Francisco
WestEd.
7
Formative Assessment in ECE Settings
  • Embedded in educational program
  • Ongoing Observation and Documentation
    (observation notes, photos, videos,
    audio-recording, childrens products)
  • Reflection on documentation and reflective
    curriculum planning based on observation/documenta
    tion
  • Reflection done both individually and
    collaboratively (importance of collaborative,
    reflective dialogue, family engagement)

8
Formative Assessment in ECE Settings
  • Focus on
  • Individual child
  • Learning in small groups
  • Learning in the large group (preschool,
    particularly older preschoolers)

9
Interim/Benchmark Assessments
  • Periodic measures of student progress toward
    achieving performance objectives

10
Formative Assessment Combined with
Interim/Benchmark Assessments 
  • Use observation/documentation as data in the
    completion of periodic comprehensive
    developmental assessments (5 Essential Domains of
    School Readiness)
  • Periodic comprehensive developmental assessments
    provide qualitative information on the childs
    level of functioning (defined along learning
    progressions) across developmental domains

11
  • Periodic developmental assessments
  • Allow for monitoring the progress of individual
    children
  • Help teachers understand and interpret childrens
    learning, development and behavior
  • Facilitate long-range planning for individuals,
    small groups, and large group

12
Thank You
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