Session Goals Create a common understanding of formative assessment Understand key findings on formative assessments power to impact achievement Know what the seven strategies are how they connect to research findings and how they connect to current practice ID: 629189
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Slide1
Formative and Summative AssessmentSlide2
Session Goals:
Create a common understanding of
formative assessment
Understand key findings on formative assessment’s power to impact achievement
Know what the seven strategies are, how they connect to research findings, and how they connect to current practiceSlide3
“Innovations that include strengthening the practice of formative assessment produce significant and often substantial learning gains.”
--Black & Wiliam, 1998b, p. 140Slide4
What is formative assessment?
How would you define the term?Slide5
Is this formative assessment?
Quiz
Benchmark test
Interim assessment
Peer feedback
Homework
State assessmen
tSlide6
FORMATIVE ASSESSMENT
Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning
SUMMATIVE ASSESSMENT
Assessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectivenessSlide7
Think Soup
Formative assessment is when the chef tastes the soup
Summative assessment is when the diner eats the soupSlide8
Formative or Summative?
With a partner, read through the chart.
Spend a few minutes determining which assessment uses are formative and which are summative.Slide9
It is the
use we make
of the assessment information,
not the instrument itself, that determines whether it is
formative
or
summative
.Slide10
Balancing Formative and Summative Uses
Referring to the chart, identify which assessment uses are present in your school and district.
Are formative and summative uses in balance? If not, what modifications might you recommend? With whom might you share your recommendations?Slide11
Formative Assessment in Teachers’ Hands
What are teachers’ information needs?
What formative assessment practices address these needs?Slide12
Formative Assessment
in Teachers’ Hands
Who is and is not understanding the lesson?
What are this student’s strengths and needs?
What misconceptions do I need to address?
What feedback should I give students?
What adjustments should I make to instruction?
How should I group students?
What differentiation do I need to prepare?
—Chappuis, 2009, p. 9Slide13
Formative Assessment in
Students’
Hands
What are students information needs?
What formative assessment practices address those needs?Slide14
Formative Assessment
in Students’ Hands
Comes to hold a concept of quality roughly similar to that held by the teacher
Is able to monitor continuously the quality of what is being produced
during the act of production itself
Has a repertoire of alternative moves or strategies from which to draw
—Sadler, 1989, p. 121
The indispensable conditions for improvement
are that the
studentSlide15
To attain the achievement gains promised by formative assessment, the ultimate user of formative assessment information must be the
student
.