The Top 10 Big Ideas about Common Formative Assessments

The Top 10 Big Ideas about Common Formative Assessments

ACT MeetingDecember 1, 2008Education Division

“For the love of God, folks, don't try this at home.”

Today’s Participant Goals

Understand the “big ideas” for developing quality common assessments within a culture of a professional learning community

Obtain tools and strategies for supporting teams as they focus on the development of common assessments, with emphasis on formative assessments

Hear examples of common assessment practices “in action” at various CUSD schools

A Balanced & Coherent System of Assessment

Adapted from “A Steadily Flowing Stream of Information Gives Teachers Much-Needed Data” Tom Many, JSD, Winter 2006

Most Formative

•Ongoing teacher assessment and checks for understanding•Student involved

• In-class adjustments

More Formativ

e

• Collaboratively developed and curriculum embedded

• Pyramid of interventions

More Summativ

e

•Identify groups of at risk students•Entrance and exit criteria•DIBELS, PMAS•Programmatic support

Most Summativ

e

•Ranks andBenchmarks of proficiency• Standardizedachievementtests• STAR Testing

#10 It’s no secret. It works.

Black and Wiliam (1998)

When the principles of assessment for learning are used, there is a 4 to 5 time greater effect than reducing class size

.5 to 1.0 standard deviation score gain

The most intriguing result is that while all students show achievement gains, the largest gains are seen in low achievers.

Equivalent to:

30+ percentile points on ITBS

4 grade equivalents

100 SAT Score Points

6 ACT Score points

US TIMSS Rank from 23rd to Top 5

Equivalent to:

30+ percentile points on ITBS

4 grade equivalents

100 SAT Score Points

6 ACT Score points

US TIMSS Rank from 23rd to Top 5

We know of NO NO OTHER WAY OF OTHER WAY OF RAISING RAISING STANDARDSSTANDARDS for which such a strong case can be made on the basis of evidence of such large learning gains.

--Black and William, 1998

Robert Marzano - 1992 Task clarity – when they clearly understand the

learning goal and know how teachers will evaluate their learning

Relevance – when they think the learning goals and assessments are meaningful and worth learning

Potential for Success – when they believe they can successfully learn and meet the evaluative expectations

Dimensions of Learning

#9 Bigger is not better.

Number of Questions

Less is more. Four to five questions per essential learning is recommended. There is no magic number of questions, but it is fair to say the more essential learnings teachers assess on a single assessment, the less they will be able to focus the assessment.

#8 More often is better.

Monitoring along the way

Where are we starting?

Where did we end up?

Are we moving in the right direction?Are we going at the necessary pace?

Are we leaving anyone behind?

How often should common assessments be given?

Common assessments are designed to give teachers feedback about how students are doing. Giving common assessments two or three times per year is helpful, but doesn’t provide teachers enough feedback. There is also a danger of creating an overwhelming

amount of testing unless we substitute common, formative assessments for traditional end-of-chapter tests, quizzes, and writing assignments used in the past. Most teachers find giving common, formative assessments more often is best.

“… The ideal number of standards is between 8 and 10 per subject, per semester. “

Becky DuFourBecky DuFour

Does the entire assessment need to be common?

In a word, no.

#7 It’s not just the kids that benefit

The heart of the matter…

“… The questions of “Learn what” and “How will we know” are two of the most significant questions a PLC will consider, the very basis of the collective inquiry that drives the work of collaborative teams. ”

DuFour et al, LBD, p 44

In addition to improving student achievement, teachers actually benefit from common formative assessments. Clarifies curriculum and intervention strategies Enhances communication between teachers

about student learning Creates opportunities for teachers to sharpen

pedagogy and deepen understanding of content Tom Many/Learning by Doing

#6 If you don’t use them to make a difference in student learning, they’re summative.

“For assessments to become an integral part of the instructional process, teachers need to change their approach in three important ways:

They must 1) use assessments as sources of

information for both students and teachers, 2) follow assessments with high-quality

corrective instruction, and 3) give students second chances to

demonstrate success.” --Thomas R. Guskey, Ahead of the Curve (Solution

Tree, 2007), p. 16

Reviewing results of common assessments leads to conversations about

Have we actually taught this skill/concept? What type of instruction seems most

effective? Who are we leaving behind? (who needs

additional support/instruction?) Not averages

What misconceptions are forming? Is the assessment appropriate?

How are common assessments related to interventions?

Common assessments provide feedback that helps teachers know which students need more time and support. Many schools approach the creation of

systematic interventions in different ways but common, formative assessments can help teachers identify the type and intensity of intervention that best meets an individual student’s needs.

#5 There’s a method to the madness.

Sequence of Work for Teams

Identify Power/Prioritized Standards

Unwrap the Standards to clarify targeted concepts and skills

Develop Aligned Assessments that match the targets

Determine level of proficiency needed for mastery

What standards are we emphasizing in

our instruction, assessment, and

intervention?

Are we clear on the specific skills and

concepts contained within the standard?Are the questions on

the common assessment

accurately and efficiently measuring

those skills and concepts?

How good is good enough? How do we ensure consistency across our classes?

#4 Common formative assessments can actually serve as a pacing guide.

When common assessments are given to all students at about the same time during the school year, teachers know whether individuals and groups of students are mastering the material more quickly or more slowly than typically expected. Common assessments are a guide, a gauge, a

means to monitor the pace of instruction as our students move through the curriculum.

#3 You don’t need to reinvent the wheel, but you do need to kick the tires.

Use your professional filters

Questions for common assessments may be taken from textbooks, black-line masters, sample test banks, or previously administered classroom tests. The questions on the common assessments can

come from many sources, but, first and foremost, a common assessment should be developed by teams of teachers and reflect the essential curriculum as agreed to by faculty and staff.

#2 Common formative assessments aren’t necessarily about grading, but they are about feedback.

James Popham – Transformative Assessment

Student Learning

Adjustments

Teachers’ Instructional Adjustments

Level 3Classroom

ClimateShift

Level 4: Schoolwide Implementation

Level 3 Level 3Level 3

“...good feedback causes thinking”

Paul Black, 2003

Feedback sessions Question correlations to

standards/learning targets Item/Error analysis Peer scoring based on rubric Self-scoring based on rubric Student requests for targeted feedback

#1 The more you do, the easier it gets...

“Creating common assessments that honor the content and nature of our discipline while keenly and clearly assessing what students know and can do is complex, important, and challenging work.

By working collaboratively with your colleagues and starting always with Steven Covey's "end in mind," we're likely to produce assessments that are meaningful to both students and their teachers.” Ellen Moir, Director of the New Teacher Center,

UC Santa Cruz

Team Reading/Resources