5 Strategies of Formative Assessment. We will… Develop a deeper understanding of and Plan to...

5 Strategies of Formative Assessment

We will…

Develop a deeper understanding of and

Plan to implement strategies of formative

assessment

Where Am I?Self-Assessment

Take a few minutes to analyze your current formative assessment practices.

PROVIDE EVIDENCE FOR ‘GOT ITS’

Got It Getting there

Not yet

Visible Learning

This is not a step-by-step program but about a series of strategies and “mindframes” that will make an impact.

Effect size of 0.4 is a typical year’s growth. Anything above 0.4 will yield 1+ year’s growth!

What does the research say?

6. Teacher clarity*

7. Feedback*

8. Reciprocal teaching*

9. Teacher-student relationships fostered*

10. Spaced vs. mass practice

1.Student self-assessment/self-grading*

2.Response to intervention*

3.Teacher credibility*

4.Providing formative assessments*

5.Classroom discussion*

1.44

0.90.8

0.73

Classroom Assessment:Minute by Minute and Day by Day

Read the article.Complete the organizer,

It Says, I SayEach page serves as a section.

It Says, So I Say

Five Strategies of Formative Assessment

Teacher Actions that Elicit the 5 Strategies

Give One - Get One

Brainstorm Formative Assessment Classroom Techniques that would fall into each of the 5 strategies.

List them on the Connection to PGES sheetTake turns so that each table member shares

one technique.Be prepared to share whole group.

Next Generation Science Assessment System: Classroom to State

Highlight how the information from this Formative Assessment session is embedded into our new assessment system.

Where Am I? Where Am I Going?

TARGET 8:45 am After Session

2:45 pm

Reach consensus on the intent of KCAS – Science *By exploring the necessity of scientific argument in the K-12 classroom.*By working with peers.

Develop a deeper understanding of and Plan to implement strategies of formative assessment.

Analyze an assessment task to determine if it will provide an opportunity for students to produce defensible evidence of intended learning.

Build capacity in myself as a teacher leader and in others in my school and district.

Got It Getting there

Not yet