by individual teachers Data relates only to that class Regional Professional Development Program www.rpdp.net Standard 5 Part 2 Secondary Mathematics Essential Components of Formative Assessment Gathering evidence of learning through multiple strategies (Standard 5, Indicator 3) Engaging students in monitoring their own learning (Standard 4, Indicator 2) Informing teaching and learning based on data and feedback (Standard 5, Indicator 1 & 4) Advancing learning outcomes and progress towards standards (Standard 5, Indicator 2) Guiding curricular and instructional decisions (Standard 5, Indicator 2) When do we use formative assessment? Before we start a lesson/unit as a pre-assessment to determine what they already know and what they need to know During a lesson to continually check for understanding and guide instruction After the lesson to determine what students have learned and to make responsive decisions based on that knowledge Brainstorm Formative Assessment Strategies ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ ____________________ BEFORE INSTRUCTION: PRE-ASSESSMENT To determine what students know and need to Graffiti wall/carousel brainstorming Diagram and images Quick writes, pair share Share the learning objectives, targets, and exemplars in advance – have students set goals, predict, etc. Video Formative Assessment: Tools and Techniques What do teachers learn at each stage of a Classroom Challenges formative assessment lesson? Hear teachers share insights on the benefits of each stage of a Classroom Challenge and their instructional techniques to reach all of their students. Discover when to use the provided materials and how these resources shed light on student learning and understanding. http://educore.ascd.org/Resource/Video/b441650e-b0f6-4b6b-806f-25fc952c10cc Classroom AFTER INSTRUCTION To account for what students learned and make responsive decisions Minute paper, muddiest point, exit card Q and A Mix-up ABC review Reflection, 3-2-1 Demonstrations of learning: create a product, teach another Oral presentation Post-test review Students reflect on goals already set/Self-evaluation Problem-solving activities C:\Users\SNRDPD\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.IE5\NCB35ZNO\MC900437073[1].png DURING INSTRUCTION Continuous checking to pinpoint learning and guide instruction Graphic (Write)-Pair-Share/Quick writes Two or three column notes/reflect/question Questioning C:\Users\SNRDPD\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.IE5\DRL1P01B\MC900198594[1].wmf RESPONDING DURING INSTRUCTION Clarify misunderstandings Re-teach; alternate modality Use different instructional strategies Scaffolding and tiered activities Differentiate instruction Re-group students Provide second tier support Allow processing time Questioning Cooperative learning activities RESPONDING TO PRE-ASSESSMENTS Decide what evidence to use (prior scores, standardized scores, pre-assessment data) Group students (homogeneous or heterogeneous) based on data and learning outcomes Begin instruction based on student’s entry knowledge Provide additional support and scaffolds—individual or small group RESPONDING AFTER INSTRUCTION Identify prevalent points of confusion Review key/common errors Peer review and assistance Utilize support services Prepare for summative assessment Differentiate assessment/levels of rubric Reconsider standards Plan future lessons based on data Challenge Lessons (Steps to Solving Equations) http://map.mathshell.org/materials/download.php?fileid=1261 (Evaluating Statements About Length and Area) http://map.mathshell.org/materials/download.php?fileid=675 Formative Assessment Strategies Used During the Video Pre-assessment activity Think-Pair-Share Whiteboards Postulate buddy Shoulder buddy Groups of 4 Share with different groups (data collector) Student presentation to class Questioning Thumbs up/down Collaborative Activity Revisit the pre-assessment (annotate) Student reflection Post-assessment problems Use cell phone to record student work (evidence) The Assessment-Instruction Process Pre-Assessment “finding out” Formative Assessment “feedback” Summative Assessment “making sure” Video My Favorite No Consider these questions as you watch. https://www.teachingchannel.org /videos/class-warm-up-routine How does this strategy provide opportunities for formative assessment? How does it allow for immediate response to prepare for summative assessment? Where Can Teachers Find More about Formative Assessments? C:\Users\SNRDPD\AppData\Local\M icrosoft\Windows\Temporary Internet Files\Content.IE5\IALY6ZUL\MP900399544[1].jpg C:\Users\SNRDPD\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.IE5\5PNPA38T\MP900400046[1].jpg C:\Users\SNRDPD\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.IE5\PYMALQ0X\MP900400047[1].jpg C:\Users\SNRDPD\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.IE5\DRL1P01B\MP900399542[1].jpg rpdp-logo.tif For additional NEPF resources rpdp.net Select NEPF Secondary Math “Formative assessment isn’t an end in itself, but the beginning of better instruction.” Carol Ann Tomlinson, 2008 C:\Users\SNRDPD\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.IE5\MYAAPHWC\MC900088622[1].wmf C:\Users\SNRDPD\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.IE5\DRL1P01B\MC900088624[1].wmf