Formative Assessment in the Classroom

Objectives for Today

• Define formative assessment

• Identify attributes and key features of formative assessment

• Discuss current formative assessment practices in classrooms

Think-Pair-Share

Students practice simplifying expressions using the think-pair-share strategy.

Retrieved from https: www.teachingchannel.org/videos/think-pair-share-lesson-idea

T-Chart

Make a T-chart to take notes from the video

•In the S column, what are students doing and saying?

•In the T column, what is the teacher doing and saying?

Students Teacher

Questions

• Why is it important to allow students time to try the problem independently?

• How does the discussion in pairs help students consider their thinking?

• What is the purpose of the whiteboards?

Reference: Teaching Channel

NC Adopted Definition of Formative Assessment

“Formative Assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve intended instructional outcomes” (CCSSO FAST SCASS, 2006).

What practices and strategies in the video aligned with this definition? Explain why you think that way to your shoulder partner.

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Key Points to Understand FA

• Learning targets• Criteria for success• Collecting evidence of learning• Documenting evidence of learning• Descriptive Feedback• Self-assessment• Peer assessment• Collaboration• Misconceptions

Which attributes or key points did you notice in the think-pair-share video?

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Brainstorm in groups of three

Are you seeing educators use formative assessment as a process?

If yes, how and how often?

If no, what can be done to guide them to implement formative assessment?

Why Formative Assessment?

• Learner-centered, teacher-directed, mutually beneficial, formative, context-specific, ongoing, and firmly rooted in good practice (Fisher and Frey, 2007).

• Provides information on what an individual student needs to practice; to have re-taught and to learn next.

Benefits of Formative Assessment• Valuing and believing students

• Sharing learning goals with the students

• Involving students in self-assessment

• Providing feedback that helps students recognize their next steps and how to take them

• Being confident that every student can improve

• Providing students with examples of what we expect from them

Assessment Comparison Chart

Formative Assessment

Interim/Benchmark and Summative Assessments

Occurs daily during instruction Given intermittently or at the end of learning

NOT graded Scored - may or may not be graded

Process Product

Descriptive feedback Interim/Evaluative feedback

Continuous Periodic

Examples:QuestioningDiscussionsLearning ActivitiesTeacher-student conferencesInterviewsStudent Reflections/JournalsObservations

Examples:Mid-term and end of unit assessments9-week or quarterly assessmentsDistricts assessmentsCommercial productsTeacher created quizzes and testsTextbook quizzes and testsState test scoresSAT and ACT scores

Assessment FOR learning Assessment OF learning

Exit Slip

Write down one next step that you will take to advance the implementation of formative assessment.

Contact Information

Carmella FairCarmella.Fair@dpi.nc.govNC FALCON Coordinator | Learning Systems Division