Roll Call

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Roll Call

• Please announce the school you represent and your
  location

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Regional Mathematics Coordinators
Sue Bluestein ESD 112 Vancouver Katy Absten ESD
114 Olympic Peninsula Sandy Christie ESD 121
Puget Sound Kristen Maxwell ESD 105 Yakima
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Assessment for Learning
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Common Core State Standards Adoptions by State
(as of April 2011)
Formally 42 states Provisionally WA (July 10)
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Protocol for Webinars

• Please stay muted unless talking
• You may use the chat box to let us know if you
  have a problem hearing or seeing the webinar
• If you were able to find the chat box please give
  us a smiley face

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Lets try a polling question

• As a group please decide on which answer best
  represents your use of formative assessment
  techniques (classroom assessment techniques)
• A. have tried at least one formative assessment
  technique
• in class
• B. use formative assessments regularly in class
• C. have not used formative assessment in class
• D. some of us use formative assessment
  techniques regularly others do not

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Agenda

• Defining Formative Assessment
• Strategies/Techniques/Assumptions
• Helping Students Own Their Own Learning
• Wrap up

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A quick tour of the assessment landscape
Assessment for Learning
Formative Assessment
Summative Assessment
Unit Test
Assessment of Learning
Benchmark Assessment
Quiz
Interim Assessment
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Two Purposes for Assessment Rick Stiggins

• SUMMATIVE
• Assessments OF Learning
• How much have students learned as of a particular
  point in time?
• FORMATIVE
• Assessments FOR Learning
• How can we use assessment information to help
  students learn more?

Source Adapted with permission from R. Stiggins,
J. Arter, J. Chappuis, and S. Chappuis, Classroom
Assessment for Student Learning Doing It
RightUsing It Well (Portland, OR ETS Assessment
Training Institute, 2004), p. 13.
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What is Formative Assessment?

• Take a few minutes to capture your current
  understanding of the definition and
  characteristics of formative assessment..
• What do the researchers say?

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What is Formative Assessment?

• An Ongoing Process To
• Evoke evidence about student learning
• Provide feedback about learning to teachers and
  to students
• Close the gap between the learners current state
  and desired goals
• Margaret Heritage, EED Winter Conference
  Informing Instruction, Improving Achievement,
  2007

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Formative Assessment Must Be

• Clearly and directly linked to instructional
  goals
• Embedded in instruction
• A variety of methods and strategies
• Used to make changes
• Margaret Heritage, EED Winter Conference
  Informing Instruction, Improving Achievement,
  2007

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• Practice in a classroom is formative to the
  extent that evidence about student achievement is
  elicited, interpreted, and used by teachers,
  learners, or their peers, to make decisions about
  the next steps in instruction that are likely to
  be better, or better founded, than the decisions
  they would have taken in the absence of the
  evidence that was elicited.
• 
  Black and Wiliam (2009)

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Assessment for Learning drilling down to deeper
understanding

• Collecting information about student thinking /
  understanding in relation to specific learning
  goals
• Interpreting information that helps to hone in on
  essential learning needs to address
• Acting with purpose based on what was learned
  from the information collected and actively
  involving students in the process.

Magi, Vokos, Li, Minstrell, Anderson NSTA 2009
Workshop Promoting Understanding Skills in
Assessment Instruction for Learning
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Formative assessment is

• .a planned process in which assessment-elicited
  evidence of students status is used by teachers
  to adjust their ongoing instructional procedures
  or by students to adjust their current learning
  tactics.
• James Popham, Transformative Assessment, 2008

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Classroom Assessment is.

• an approach designed to help teachers find out
  what students are learning in the classroom and
  how well they are learning it.
• Angelo Cross, Classroom Assessment Techniques
  A Handbook for College Teachers, 1993

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What is Formative Assessment?Which definition
resonates best with yourown understanding?

1. Margaret Heritage
2. Black Wiliam
3. Magi, Vokos, Li, Minstrell, Anderson
4. James Popham
5. Angelo Cross

• Ongoing..feedback to teachers
  studentsembeddedmake changes
• evidence is elicited, interpreted, and used by
  teachers, learners, peers, to make decisions
  about the next steps
• Collecting informationInterpreting to hone in on
  essential learning needsActing with
  purpose..involving students in the process.
• planned processevidence of students status..
  to adjust instructional procedures or..learning
  tactics.
• approach to help teachers find out what students
  are learning and how well they are learning it.

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What is the research behind Assessment for
Learning?
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Benefits of Assessment for Learning

• 20 years of research has found that when
  classrooms regularly engaged in effective
  formative assessment...
• Students make significant learning gains
  especially lower achieving students
• Teachers tend to be more reflective about their
  practice and more in touch with their students
  learning
• The process can improve student achievement more
  than other learning interventions including
  one-on-one tutoring, reduced class size or
  cooperative learning
• Black and Wiliam (1998) and others (e.g., Shepard
  et al., 2005)

Magi, Vokos, Li, Minstrell, Anderson NSTA 2009
Workshop Promoting Understanding Skills in
Assessment Instruction for Learning
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The general finding of 15 substantial reviews of
research synthesizing several thousand research
studies . . .

• is that across a range of different school
  subjects, in different countries, and for
  learners of different ages, the use of formative
  assessment appears to be associated with
  considerable improvements in the rate of
  learning.
• it seems reasonable to conclude that use of
  formative assessment can increase the rate of
  student learning by somewhere between 50 and 100
  percent.
• This suggests that formative assessment is
  likely to be one of the most effective waysand
  perhaps the most effective wayof increasing
  student achievement (Wiliam Thomson, 2007, for
  example estimate that it would be 20 times more
  cost-effective than typical class-size reduction
  programs).
• Source Siobhan Leahy Dylan Wiliam (2009). From
  teachers to schools scaling up professional
• development for formative
  assessment

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• Dozens of studies conducted at all levels of
  instruction offer evidence of strong achievement
  gains in student performance(Bloom, 1984
  BlackWiliam, 1998 Black, 2003 Meisels,
  atkins-Burnett,Xue, Bikel, Hon, 2003
  Rodriguiz, 2004).
• The effect of assessment for learning on student
  achievement is some four to five times greater
  than the effect of reduced class size (Ehrenberg,
  Brewer, Gamoran, Willms, 2001)
• Stiggins, Arter, Chappuis Chappuis, Classroom
  Assessment for Student Learning, 2006

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Recommended Practices

• Increased descriptive feedback, reduced
  evaluative feedback
• Increased student self-assessment
• Increased opportunities for students to
  communicate their evolving learning during the
  teaching

(Black Wiliam, 1998)
Source Adapted with permission from R. Stiggins,
J. Arter, J. Chappuis, and S. Chappuis, Classroom
Assessment for Student Learning Doing It
RightUsing It Well (Portland, OR ETS Assessment
Training Institute, 2004), p. 13.
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Applications of Formative AssessmentA framework
for determining when the formative assessment
process might be profitably applied

• To make an immediate instructional adjustment
• To make a near-future instructional adjustment
• To make a last-chance instructional adjustment
• To make a learning tactic adjustment
• To promote a classroom climate shift
• James Popham, Transformative Assessment in Action
  2011

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Learning Progressions

• Formative assessment is definitely a planned
  process, and the key component of this planning
  is unquestionably the learning progression.
• James Popham, Transformative Assessment in Action
  2011

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A Learning Progression Model
Learning Progression A learning progression is a
sequenced set of subskills and enabling knowledge
that, it is believed, students must master en
route to mastering a more remote curricular aim.
(Popham 2008)
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Emerging Themes

• Progressions lay out increasingly more
  sophisticated understandings of core concepts,
  principles or skill development in a domain
• Progressions are based on research and conceptual
  analysis
• Progressions describe development over an
  extended period of time (not necessarily in grade
  levels)
• 
  (Heritage, 2009)

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Top-Down

• Experts in the domain (e.g., physicists,
  mathematicians, historians)
• Other experts such as development specialists
• Develop hypotheses based on research
• Validation process

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Common Core State Standards Learning Progressions
Efforts

• http//commoncoretools.wordpress.com/
• Posted on April 6, 2011 by Bill McCallum
• Here is the first public draft of the
  progressions project, on Number and Operations in
  Base Ten. We welcome any comments or suggested
  changes, which will be considered for the final
  draft. Please post comments to this thread. We
  will be releasing other draft progressions for
  elementary and middle school over the coming
  weeks.

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Bottom-Up

• Involves curriculum content experts and teachers
• Progression is based on their experience of
  teaching children
• Content knowledge, their views of what is best
  taught when, and their knowledge of children's
  learning
• Validation do they make sense when put into
  action?

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Bringing Them Together

• Focus is at the lesson, unit, or year level
• Based on teachers conceptual analyses and
  subsequent conclusions
• Improved through trial and error in the classroom

• Long-duration
• Research-ratified
• Focused on high-import outcomes
• Exacting
• Time-consuming
• Costly

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Assessment for Learning Five Key Strategies
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Strategies and TechniquesDylan Wiliam

• Strategies define the territory of formative
  assessment (non-negotiable)
• Teachers are responsible for choice of techniques
• Allows for customization/ caters for local
  context
• Creates ownership
• Shares responsibility

Dylan Wiliam Washington Educational Research
Association workshop June 2009
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Assessment for Learning Five Key Strategies
Sharing Learning Expectations

• Clarifying and sharing learning intentions and
  criteria for success

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Determining the Target

• What will the learner do differently after
  mastering this target curricular aim?
• How will you know when students achieve mastery?

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Clarifying Learning TargetsRick Stiggins

• Begin with state standards
• Order in learning progressions, if needed
• Deconstruct into clear learning targets leading
  to each standard
• Communicate the learning targets in advance in
  language students can understand

Source Adapted with permission from R. Stiggins,
J. Arter, J. Chappuis, and S. Chappuis, Classroom
Assessment for Student Learning Doing It
RightUsing It Well (Portland, OR ETS Assessment
Training Institute, 2004), p. 13.
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TechniquesFor Sharing Learning Expectations

• Explaining learning targets with success criteria
  at the start of lesson or unit
• Targets and success criteria in students
  language
• Posters of key words to talk about learning
• e.g. describe, explain, evaluate, demonstrate,
  construct
• Annotated examples of student work to flesh out
  assessment rubrics
• Opportunities for students to design their own
  tests and rubrics

Dylan Wiliam Washington Educational Research
Association workshop June 2009
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Assessment for Learning Five Key Strategies
Eliciting Evidence
Engineering effective classroom discussions,
questions, and learning tasks that elicit
evidence of learning
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Choosing a TechniqueCollecting with intention

• What are the relevant learning goals?
• What specific knowledge am I targeting?
• What tool or technique will get at that kind of
  knowledge?
• What student responses do I anticipate?

Facet Innovations et al Magi, Vokos, Li,
Minstrell, Anderson NSTA 2009 Workshop
Promoting Understanding Skills in Assessment
Instruction for Learning
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TechniquesFor Eliciting Evidence

• Key idea Discussions, questions, activities and
  tasks that
• cause thinking
• provide data that informs teaching
• interpretive
• Improving teacher questioning
• generating questions with colleagues
• closed v open
• low-order v high-order
• hinge questions
• appropriate wait-time
• basketball rather than serial table-tennis
• No hands up (except to ask a question)
• All-student response systems
• ABCD cards, Mini white-boards, Exit passes

Dylan Wiliam Washington Educational Research
Association workshop June 2009
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Assessment for Learning Five Key Strategies
Feedback
Providing feedback that moves learners forward
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Feedback What works?
Achievement Attitude
Scores no gain High scorers positive Low scorers negative
Comments 30 gain High scorers positive Low scorers positive

• What do you think happened for the students given
  both scores and comments?
• Gain 30 Attitude all positive
• Gain 30 Attitude high scorers positive, low
  scorers negative
• Gain 0 Attitude all positive
• Gain 0 Attitude high scorers positive, low
  scorers negative
• Something else

Butler(1988) Br. J. Educ. Psychol., 58 1-14
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Feedback from classroom assessments should
provide students with a clear picture of their
progress on learning goals and how they might
improve.
Bangert-Drowns, Kulik, Kulik, Morgan, 1991
of studies Characteristic of Feedback from Classroom Assessment Percentile Gain/Loss
6 Right/wrong -3
39 Provide correct answers 8.5
30 Criteria understood by student vs. not understood 16
9 Explain 20
4 Student reassessed until correct 20
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Effective FeedbackRick Stiggins

• Does not do the thinking for the student
• Limits correctives to the amount of advice the
  student can act on

Source Adapted with permission from R. Stiggins,
J. Arter, J. Chappuis, and S. Chappuis, Classroom
Assessment for Student Learning Doing It
RightUsing It Well (Portland, OR ETS Assessment
Training Institute, 2004), p. 13.
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TechniquesFor Feedback

• Comment-only grading
• Focused grading
• Explicit reference to rubrics
• Suggestions on how to improve
• Strategy cards ideas for improvement
• Not giving complete solutions
• Re-timing assessment
• (e.g. three-fourths-of-the-way-through-a-unit
  test)

Dylan Wiliam Washington Educational Research
Association workshop June 2009
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Assessment for Learning Five Key Strategies
Self Assessment
Peer Assessment
Peer Assessment
Activating students as owners of their own
learning and as learning resources for one another
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TechniquesFor Self Peer Assessment

• Coming soon..

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Assessment for Learning Five Key Strategies
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7 Basic Assumptions of Classroom Assessment

• The quality of student learning is directly,
  although not exclusively, related to the quality
  of teaching.
• To improve their effectiveness, teachers need
  first to make their goals and objectives explicit
  and then to get specific, comprehensible feedback
  on the extent to which they are achieving those
  goals and objectives
• To improve their learning, students need to
  receive appropriate and focused feedback early
  and often they also need to learn how to assess
  their own learning. (students need
  opportunities to give and get feedback on their
  learning before they are evaluated for grades)
• Classroom Assessment Techniques A Handbook for
  College Teachers Angelo and Cross

• The type of assessment most likely to improve
  teaching and learning is that conducted by
  faculty to answer questions they themselves have
  formulated in response to issues or problems in
  their own teaching.
• Systematic inquiry and intellectual challenge are
  powerful sources of motivation, growth, and
  renewal for college teachers, and Classroom
  Assessment can provide such challenge.
• Classroom Assessment does not require specialized
  training it can be carried out by dedicated
  teachers from all disciplines.
• By Collaboration with colleagues and actively
  involving students in Classroom Assessment
  efforts, faculty (and students) enhance learning
  and personal satisfaction.

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7 Assumptions 5 Key StrategiesSimilar
Formative Assessment Ideas?

• The quality of student learning is directly,
  although not exclusively, related to the quality
  of teaching.
• To improve their effectiveness, teachers need
  first to make their goals and objectives explicit
  and then to get specific, comprehensible feedback
  on the extent to which they are achieving those
  goals and objectives

• A Clarifying, sharing understanding goals for
  learning and criteria for success w/ learners.
• B Engineering effective classroom discussions,
  questions, and tasks that elicit evidence of
  students learning.
• C Providing feedback that moves learning
  forward.
• D Activating students as owners of their own
  learning.
• E Activating students as learning resources for
  one another.

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7 Assumptions 5 Key StrategiesSimilar
Formative Assessment Ideas?

• A Clarifying, sharing understanding goals for
  learning and criteria for success w/ learners.
• B Engineering effective classroom discussions,
  questions, and tasks that elicit evidence of
  students learning.
• C Providing feedback that moves learning
  forward.
• D Activating students as owners of their own
  learning.
• E Activating students as learning resources for
  one another.

• To improve their learning, students need to
  receive appropriate and focused feedback early
  and often they also need to learn how to assess
  their own learning. (students need
  opportunities to give and get feedback on their
  learning before they are evaluated for grades)

53
7 Assumptions 5 Key StrategiesSimilar
Formative Assessment Ideas?

• The type of assessment most likely to improve
  teaching and learning is that conducted by
  faculty to answer questions they themselves have
  formulated in response to issues or problems in
  their own teaching.

• A Clarifying, sharing understanding goals for
  learning and criteria for success w/ learners.
• B Engineering effective classroom discussions,
  questions, and tasks that elicit evidence of
  students learning.
• C Providing feedback that moves learning
  forward.
• D Activating students as owners of their own
  learning.
• E Activating students as learning resources for
  one another.

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7 Assumptions 5 Key StrategiesSimilar
Formative Assessment Ideas?

• A Clarifying, sharing understanding goals for
  learning and criteria for success w/ learners.
• B Engineering effective classroom discussions,
  questions, and tasks that elicit evidence of
  students learning.
• C Providing feedback that moves learning
  forward.
• D Activating students as owners of their own
  learning.
• E Activating students as learning resources for
  one another.

• Systematic inquiry and intellectual challenge are
  powerful sources of motivation, growth, and
  renewal for college teachers, and Classroom
  Assessment can provide such challenge.
• Classroom Assessment does not require specialized
  training it can be carried out by dedicated
  teachers from all disciplines.

55
7 Assumptions 5 Key StrategiesSimilar
Formative Assessment Ideas?

• A Clarifying, sharing understanding goals for
  learning and criteria for success w/ learners.
• B Engineering effective classroom discussions,
  questions, and tasks that elicit evidence of
  students learning.
• C Providing feedback that moves learning
  forward.
• D Activating students as owners of their own
  learning.
• E Activating students as learning resources for
  one another.

• By Collaboration with colleagues and actively
  involving students in Classroom Assessment
  efforts, faculty (and students) enhance learning
  and personal satisfaction.

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Formative Assessment Techniques

• Many suggestions in your CAT book.
• What have you tried?
• How did it work? What would you change?
• (Raise your hand, if youd like to share a
  formative assessment technique with us or have
  one youd like to try and would like to hear from
  someone who has tried it.)

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Formative Assessment Techniques

• Justified List
• A justified list begins with a statement about an
  object, process, or concept. Examples that fit
  or do not fit the statement are listed. Students
  check off the items on the list that fit the
  statement and provide a justification explaining
  their rule or reasons for their selections.
• Traffic Light Cups/Cards
• Traffic light cups are used during group work and
  student investigations to signal to the teacher
  when groups need help or feedback. They can also
  be used as a voting mechanism during class
  discussions.

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Formative Assessment Techniques

• Fist to Five
• Fist to five asks students to indicate the extent
  of their understanding of a concept or procedure
  by holding up a closed fist (no understanding) up
  to five fingers (I understand completely and can
  explain to someone else).
• Learning Goals Inventory
• This is a set of questions that relate to an
  identified learning goal in a unit of
  instruction. Students are asked to inventory
  the extent to which they feel they have prior
  knowledge about the learning goal.

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Formative Assessment Techniques

• Missed Conception
• A missed conception is a statement about a topic
  that is based on commonly held student
  misconceptions. Students read the statement and
  respond why people may hold that misconception.
• Ten-Two
• After ten minutes of instruction that involves a
  large amount of information, students take two
  minutes to reflect on and summarize what they
  have learned thus far.

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Assessment for Learning Five Key Strategies
Self Assessment
Peer Assessment
Peer Assessment
Activating students as owners of their own
learning and as learning resources for one another
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TechniquesFor Self Peer Assessment

• Coming NOW..

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Helping Students Own Their Own Learning

• Peer-Assessment and
• Self-Assessment

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CAT Techniques for Assessing Learning Attitudes,
Values, and Self-Awareness

• Assessing Students Awareness of Their Attitudes
  and Values
• Assessing Students Self-Awareness as Learners
• Assessing Course-Related Learning and Study
  Skills, Strategies, and Behaviors

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Assessing Students Awareness of Their Attitudes
and Values

• Classroom Opinion Polls
• Double-Entry Journals
• Profiles of Admirable Individuals
• Everyday Ethical Dilemmas
• Course-Related Self-Confidence Surveys

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Assessing Students Self-Awareness as Learners

• Focused Autobiographical Sketches
• Interest/Knowledge/Skills Checklist
• Goal Ranking and Matching
• Self-Assessment of Ways of Learning

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Assessing Course-Related Learning and Study
Skills, Strategies, and Behaviors

• Productive Study-Time Logs
• Punctuated Lectures
• Process Analysis
• Diagnostic Learning Logs

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Same or Different?

• Self-report Grades students estimates of their
  own performance typically formed from past
  experiences in learning
• Reciprocal Teaching each student takes turns at
  being the teacher students can check their own
  understanding of the material by generating
  questions and summarizing

From Visible Learning by John Hattie
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Same or Different?

• Self-verbalization and Self-questioning one form
  of self-regulation
• Meta-cognitive Strategies higher-order thinking
  which involves active control over the cognitive
  processes engaged in learning can include
  planning an approach to a given task, evaluating
  progress, and monitoring comprehension

From Visible Learning by John Hattie
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Which has the greatest influence on student
learning?

• Feedback
• Self-report Grades
• Reciprocal Teaching
• Self-verbalization Self-questioning

• E. Metacognitive Strategies
• F. Providing formative evaluation (vote with
  the Thumbs Up symbol)
• G. Teacher-student relationships (vote with the
  Smiley Face symbol)

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Level of Importance
Rank Influence Effect Size
1 Self-Reported Grades 1.44
3 Providing formative evaluation 0.90
9 Reciprocal Teaching 0.74
10 Feedback 0.73
11 Teacher-Student Relationships 0.72
13 Meta-cognitive strategies 0.69
18 Self-verbalization and Self-questioning 0.64
From Visible Learning by John Hattie
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Self-Reported Grades

• Students have reasonably accurate understandings
  of their levels of achievement
• High level of predictability about achievement
• Should question the necessity of so many tests
  when students appear to already know much of the
  information the tests supposedly provide
• May become a barrier for some students

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Reciprocal Teaching

• Teacher moves students from being spectator to
  being performer
• Students check understanding of the material by
  generating questions and summarizing
• Used mainly as a strategy to teach reading

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Key Feedback Questions

• Where are they going?
• How well are they getting there?
• Where to next?
• They refers to both teacher and student

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What does a grade really mean?

• Does passing a class mean a student learned the
  material?
• What do tests really tell us?
• How can formative assessment help student
  achievement if it is not graded?

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Rubrics Targets/Objectives/Learning Goals
Target/Objective/Learning Goal Target/Objective/Learning Goal
4 Apply the learning to complete a task not explicitly taught
3 Proficient at the task
2 Can do a simpler task
1 With help, partial success at 2.0 3.0 content
0 Even with help, no success
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Rubrics
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Scoring
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Thank You

• We appreciate the opportunity to share our
  experience with formative assessment and hope
  this will help us to continue to build a stronger
  link between K-12 and college education.