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(IN)FORMATIVE ASSESSMENT:
CHANGING CLASSROOM PRACTICE
Role of Formative Assessment
Elements of Formative Assessment
Student’s Role in Process
Formative Learning and Assessment Tasks
Session Goals
http://www.alite.co.uk/readings/black.htm
Assessment Cycle
Teachers and students gather and interpret evidence to create a roadmap for optimal student
learning.
Formative Assessment:
Seven Strategies for Assessmentfor Learning
• Know where they are goingKnow 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 nowKnow 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”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.
Developing Learning Progressions
What’s out there to guide teachers
as they create this roadmap
towards proficiency?
Tool Kit for Teachers:
Knowledge of Standards for Foreign Language
Learning in the 21st Century
NAEP, 2004
ACTFL Proficiency Guidelines (1999)NOVICE SPEAKERS
• respond to simple questions
on the most commonfeatures 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 languageand communicate personal
meaning to sympatheticinterlocutors 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 demandsto survive in the target
language culture
ADVANCED SPEAKERS
• participate actively in
conversations in mostinformal 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
suitableaccuracy and confidence,
connected discourse of
paragraph length and substance
• satisfy the demands of
work and/or school situations
Español 3Objectives 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.
“Filling the Gap”
Formative assessment offers the means to fill the “gap” between a learner’s current status
and the desired goal.Different students will have different “gaps.”
Sadler, 1989
• The zone of proximal development• Scaffolding instruction
Matching Action to the “GAP”
Matching Action to the “GAP”
Carol, Michelle, Joseph, Daniel
Jack, Mary Ann, Jennifer, John, Robert, Melissa
Task: Create a healthy meal plan for a teenager for one day.
Justin, Monica, Marisol, Paul
CURRENT KNOWLEDGE
A student who is ready to move beyond this or is above grade level.
PROXIMAL ZONE
A student who is ready to learn this or is on grade level.
DISTAL ZONEA student who will be challenged to learn the material or lacks the pre-requisite knowledge.
Formative Assessment: Student-Teacher
Partnerships
• 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
Shared Ownership of Learning
Rubrics and the Feedback Process
http://flenj.org/CAPS/?page=147http://resourcesfromgreg.wikispaces.com/
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 ofvocabulary does
the studentuse?
(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 communicati
on 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 understandin
g?(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).
• Clear, descriptive, criterion-based feedback to students that indicates:
√ where they are in the learning progression
√ how their response differed from that reflected in desired learning goal
√ how they can move forward
Giving FEEDBACK to Students
Judgment or Information on Judgment or Information on Student Work?Student Work?
• “That’s a good writing piece.”• “You’ve done well.”• 73%• “You’re showing improvement.”• “You need to try harder.”
Judgment or Information?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. Let’s 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?”
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, youshould 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.
Descriptive or Descriptive or Evaluative?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
Student Self-Assessmenthttp://www.ncssfl.org/links/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.
Good learning tasks are good formative assessments.
Concept/Mind MapsDrawing related to topic or
contentGuess Box
Surveys/Questionnaires/Inventories
Interest surveyKWL charts and other graphic
organizersOpen-ended Questioning
PredictionStudent interviews
Teacher observation/checklistsWriting prompts/samples or any
Pre-writing activity
Pre-AssessmentSurfacing Learners’ Prior
Knowledge
Concept/Mind Map
Predictions
• 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 gist—identify main idea• Create questions from info in the piece
• Compose a title or headline for a reading or listening selection
Sample Formative Tasks in the Interpretive Mode
-“Traffic Light” Cards – Red, Yellow, Green
– White boards– Stand up if…– Finger Signaling– Ripped Vocabulary
Sample Formative Tasks in the Interpretive Mode
Ripped Vocabulary
• 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 we’ve learned today about… (Exit Card)
• Draw a symbol that best portrays this story’s character as you now understand him (her), and write a brief explanation as to why you chose that symbol.
• ?
Sample Formative Tasks in the Interpretive 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.
• •
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
Interpersonal Mode
Sample Interpersonal Tasks
Sample Interpersonal Tasks Ask your partner
questions to find 5 differences
between your pictures.
Remember that you cannot look at each
other’s pictures.
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.
Presentational Mode
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
• 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.
Extended Exit Card
Checking for Understanding
Frayer Model: Exit CardDefinition (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
CULTUREExamples (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
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)
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?
???
Wait Time StrategiesThinking 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
Closure #1 (Frayer Model)Definition (in own
words)
Characteristics
FORMATIVE ASSESSMENT
Examples Non-Examples
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.
Priscilla RusselK-12 Supervisor of World Languages, ESL,
and Bilingual EducationPrinceton Regional School District
Rosanne ZeppieriSupervisor of Curriculum & Instruction
West Windsor-Plainsboro Regional School District
