Formative assessment 3

FORMATIVE ASSESSMENT

Strategy 2Eliciting Evidence of Learners’ Achievement

Contact Time 29.07.16

Session 3

Formative Assessment in RGPS

Formative Assessment

Key Strategies

Learning Intentions & Success Criteria

Eliciting Evidence of Learner’s

Achievements

Feedback to Move Learning Forward

Students as Learning Resources

for One Another

Students as Owners of their Own Learning

Assessment Design

Assessment Plans for

all departmen

ts

Teachers as Lesson Designers

LEARNING INTENTION & SUCCESS CRITERIA (Session 1)• Understand what

formative assessment is• Use formative

assessment strategies effectively • Identify examples and

non-examples of formative assessments

• Explain what formative assessment is

LEARNING INTENTION & SUCCESS CRITERIA (Session 2)• Understand what

formative assessment is• Use formative

assessment strategies effectively

• Understand what learning intentions & success criteria are

• Use learning intentions & success criteria effectively in the classroom

LEARNING INTENTION & SUCCESS CRITERIA



Checking for understanding:

Do you understand what learning intentions & success criteria are?If yes, give a

If no, give a

LEARNING INTENTION & SUCCESS CRITERIA



Checking for understanding:

Share your successes or challenges in using learning intentions & success criteria.

Strategy 2:Eliciting Evidence of Learner’s

Achievement

• Understand what formative assessment is

• Use formative assessment strategies effectively

• Understand what it means to elicit evidence of learners’ achievement

• Able to elicit evidence of learners’ achievement in the classroom


Achievement

Next, we need to ascertain where the students are in their

learning.

Most teachers will plan the instructional activities in which they will engage their students, but rarely plan in detail how they are going to find out where the students are in their learning.


Achievement

Questioning Techniques

All student response

So how do we find

out what students know?


AchievementWhy does this matter?When we ask students a question and we get the answer we were hoping for, we tend to conclude that the students’ learning is heading in the right direction.

If our questions are more like the 1st question than the 2nd, there is real danger that we will assume that our students’ learning is on track when it is in fact headed in the wrong direction.


AchievementQuestionin

g Techniques


So how do we

find out what

students know?

Questioning Techniques

2 good reasons to ask questions

To cause thinking

To provide information for the

teacher about what to do next

Questioning Techniquesa) Student Engagement

Questioning

Techniques


So how do we

find out what

students know?

One teacher described his classroom as such:“I’d become dissatisfied with the closed Q&A style that my unthinking teaching had fallen into, and I would frequently be lazy in my acceptance of right answers and sometimes even tacit complicity with a class to make sure none of us had to work too hard…..They and I knew that if the Q&A wasn’t going smoothly, I’d change the question, answer it myself or only seek answers from the “brighter students”. There must have been times (still are?) where an outside observer would see my lessons as a small discussion group surrounded by many sleepy onlookers.”


Questioning

Techniques


So how do we

find out what

students know?

High engagement classroom environments increases student achievement

No hands up except to ask a question

“Pose-pause-pounce-bounce”

• Pose a question, Pause for at least 5 seconds, pounce on 1 student at random for the answer and then bounce that student’s answer to another question at random, saying, “What do you think of that answer?


Questioning

Techniques


So how do we

find out what

students know?

How do we choose students at random?Popsicle Sticks

• Adding sticks for inattentive students• Students to be selectors for the day• Leave chosen sticks out of the beaker• 2 at random, 3rd to answer• Do not allow students to opt out by

saying “I don’t know”. Always go back to the student and offer possibilities e.g. “Phone a friend”, “ask the audience”.


Questioning

Techniques


So how do we

find out what

students know?

How do we choose students at random?

What are some of your views so far?

Questioning Techniquesb) Wait Time

Questioning

Techniques


So how do we

find out what

students know?

• Teachers do not allow students much time to answer questions, and if they do not receive a response quickly, they will often “help” the student by providing a clue, weakening the question in some way or moving on to another student.

• Allow wait time esp for questions that require thought

Questioning Techniquesb) Wait Time

Questioning

Techniques


So how do we

find out what

students know?

• Teachers do not allow students much time to answer questions, and if they do not receive a response quickly, they will often “help” the student by providing a clue, weakening the question in some way or moving on to another student.

• Allow wait time esp for questions that require thought

Questioning Techniquesc) Alternatives to Questions

Questioning

Techniques


So how do we

find out what

students know?

• Asking questions might not be the best way to generate good classroom discussions.

• “Are all squares rectangles?” vs “All squares are rectangles.”• Students seem to respond more thoughtfully because they

realise that just agreeing or dissenting is not enough: reasons have to be given.

• Quality if discussion is enhanced when students are given opportunity to discuss before responding (THINK-PAIR-SHARE)

Questioning Techniquesc) Interpretive Listening

Questioning

Techniques


So how do we

find out what

students know?


Questioning

Techniques


So how do we

find out what

students know?


Questioning

Techniques


So how do we

find out what

students know?

• “Listening is the best way to learn. You have to listen to those who you are supervising.” (Serwer,2010)

• What matters is how you listen.

• Often, we focus on the correctness of the answers than what we can learn about the student’s understanding. We say things like, “Close, almost, nearly, try again.”

• Evaluative Listening: “Give me the correct answer so I can get on with the rest of the lesson.”


Questioning

Techniques


So how do we

find out what

students know?

• Interpretive listeners know that there is often information about HOW to teach something better in what students say.

• With this information, they can adjust the instruction to better meet students’ needs.

• “When Miss XXX used to ask a question, she used to be interested in the right answer. Now she’s interested in what we think.” What kind of listener

am I at most times? Why?

Questioning Techniquesd) Question Shells

Questioning

Techniques


So how do we

find out what

students know?

• Is a square a trapezoid vs Why is a square a trapezoid?

• Is a bat a mammal vs Why is a bat a mammal and a penguin not?

• These are some ways to frame questions that are likely to reveal students’ thinking.

All Student Response System

Questioning

Techniques

All student

response

So how do we

find out what

students know?

Thinking ThumbsFist to FiveTraffic LightABCD Cards

Mini WhiteboardsExit Passes

Trying it outEliciting Evidence of Learner’s

AchievementStrategy

2To

ascertain where the students

are in their

learning.

Strategy 2: Eliciting Evidence of Learners’ Achievement

Where are my students in their learning?

O Student Engagement _____________________

O Wait time_ ______________________________

O Interpretive Listening ____________________

O Question Shell __________________________O All Student Response

____________________

Sharing our viewsEliciting Evidence of Learner’s

Achievement


AchievementStrategy

3To provide

feedback to learners

about what to do next

Strategy 2To

ascertain where the students

are in their

learning.

Strategy 1

Importance of being

clear about what we

want students to

learn

Education

Formative assessment 3