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(IN)FORMATIVE ASSESSMENT:
CHANGING CLASSROOM PRACTICE
Define Formative Assessment
Identify the Elements of Formative Assessment
Explore Formative Learning and Assessment Tasks
Operationalize Formative Assessment in the
Classroom
Session Goals
• Skilled in gathering accurate information about student learning?
• Using that data effectively to promote further learning?
Are teachers assessment savvy?
Wiggins, 1998
Or…do teachers
TEACH, TEST, AND HOPE FOR THE BEST?
http://www.alite.co.uk/readings/black.htm
Assessment Cycle
• Teachers gather and interpret evidence to create a roadmap for optimal student learning.
Formative Assessment:
Finding “Just the Right Gap”
Formative assessment is the means to identify 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 Melissa
Jack Mary Ann Jennifer
Jon Travis
Justin Monica Marisol
Paul Robert
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 ZONE A student who will be challenged to
learn the material or lacks the pre-
requisite knowledge.
Developing Learning Progressions
• 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
Rubrics and the Feedback Process
http://flenj.org/CAPS/?page=147
• Teachers and students share understanding and ownership of the learning goals
• 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
Sharing Ownership
Good learning tasks are good formative assessments.
Teaching/Learning Process
– On-going, day-to-day classroom assessment
• Informal – Class discussions – Teacher – student dialogues – Observations – Student groups – Bell-work and/or exit strategies – Self- and peer-assessments
• Formal – Quizzes and/or tests – graded or non-graded – Writing assignments w/descriptive feedback – Presentations, speeches, etc.
Concept Maps Drawing related to topic or content
Guess Box Surveys/Questionnaires/Inventories
Interest survey KWL charts and other graphic organizers
Open-ended Questioning Prediction
Student interviews Teacher observation/checklists
Writing prompts/samples or any Pre-writing activity
Pre-Assessment Surfacing Learners’ Prior Knowledge
Mind Mapping
Pre-Assessment: Mind Mapping
Comprehension of words, concepts, ideas, meaning of written and oral texts that are
culturally authentic and produced for native speakers
• • Text, poem, film, work of art, song, poem,
advertisement, music video, book • •
Translation is not an Interpretive mode task.
Formative Assessment Interpretive Mode
• 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, create a two-day itinerary for you and your family.
• Create a web or a cinquain poem that captures what we’ve learned today about…
• 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
• Exclusion Brainstorming
Ras-le-bol des mots qui blessent !
• Appartenir à un groupe insulter le look • L’individualisme une enquête être nul • préjugé l’affaire du foulard le jugement • Grosse tête des moqueries l’apparence • L’injustice l’ambiance positive les ados • Protester le silence la bonheur • Le bouc émissaire la solidité blesser
Directions: Cross out the words you don’t think will be found in this selection and circle the words you think you will find.
Sample Formative Tasks
• Exclusion Brainstorming The student identifies the word/concept that does not
belong with the others, then orally or in writing explains his reasoning:
• My Carbon Footprint – pollution, land usage, overpopulation, geography
• Living a Healthy Life – food pyramid, texting, leisure activities, allergies
• Getting Ready for School – doing homework, playing a video game, packing a school bag, taking a shower,
• ?
Sample Formative Tasks
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
Presentational Mode You are a travel agent with clients who have different interests and need. Create an itinerary suited for each
group, keeping in mind the possible interests and needs of the client.
1. A family of 5 with young children.
2. A businessperson who is a history buff.
3. Three college students with a limited budget.
4. Grandparents who love small towns, local crafts, and music.
• • • •
• 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.
Sample Presentational Task
Checking for Understanding Definition (in own words) The ideas, beliefs, and ways of
doing things that a group of people who live in an area share.
Characteristics * Shared ideas
* Shared beliefs * Shared practices
(CULTURE)
Examples (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 ..........................
Checking for Understanding
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)
Bloom’s
Taxonomy
Questions (Tuffin, 2003)
Original 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.
Closure 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 Russel Supervisor of World Languages, ESL, and Bilingual
Education Princeton Regional School District
Rosanne Zeppieri Supervisor of World Languages K-8
West Windsor-Plainsboro Regional School District [email protected]