Assessment for Learning: Session 1
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The document discusses formative assessment practices based on research by Paul Black and Dylan Wiliam, highlighting their effectiveness in improving student achievement. It emphasizes the importance of regular feedback, student self-assessment, and clear learning goals. Strategies are provided for enhancing formative assessment in the classroom, fostering a collaborative approach between teachers and students.
![FORMATIVE ASSESSMENT
All those activities undertaken by teachers and by
their students [that] provide information to be used
as FEEDBACK to modify the teaching and
learning activities in which they are engaged.
--Black & Wiliam, 1998
Monday, August 16, 2010](https://image.slidesharecdn.com/assessmentforlearning1-100816111748-phpapp01/85/Assessment-for-Learning-Session-1-4-320.jpg)
Assessment for Learning: Session 1
- 1. ASSESSMENT FOR LEARNING Part 1: August 16, 2010 Monday, August 16, 2010
- 2. BASEBALL PARTNERS FOR REVIEW AND DISCUSSION Second Base Third First Base Base Home Plate Monday, August 16, 2010
- 3. INSIDE THE BLACK BOX Raising Standards Through Classroom Assessment Corner Nightmare by zphaze A Synthesis of Research on the Effects of Formative Assessment by Paul Black and Dylan Wiliam Monday, August 16, 2010
- 4. FORMATIVE ASSESSMENT All those activities undertaken by teachers and by their students [that] provide information to be used as FEEDBACK to modify the teaching and learning activities in which they are engaged. --Black & Wiliam, 1998 Monday, August 16, 2010
- 5. Research consistently shows that regular, high-quality FORMATIVE ASSESSMENT increases student achievement. Monday, August 16, 2010
- 6. REVIEW AND DISCUSS Read through the excerpt from “Inside the Black Box.” Note the 3-5 most important points to you. (5 minutes) Share with __ Base Partner, then group of 2 or 3 others at your table. (5 minutes) 77/365 Baseball bokeh HBW by The Suss-Man Monday, August 16, 2010
- 7. ACCORDING TO THE BLACK & WILIAM ARTICLE: Which formative assessment practices are ESSENTIAL to improved student achievement? Monday, August 16, 2010
- 8. BLACK & WILIAM SYNTHESIS OF RESEARCH: 1. Does better FORMATIVE assessment = higher learning? 2.Does formative assessment need improving? 3.What improvement is needed? Monday, August 16, 2010
- 9. BLACK & WILIAM RESEARCH ON EFFECTS OF FORMATIVE ASSESSMENT: .4 TO .7 GAIN .7 Standard Deviation Score Gain = 25 Percentile Points on ITBS (middle of score range) 70 SAT Score Points 4 ACT Score Points Largest Gain for Low Achievers Monday, August 16, 2010
- 10. RECOMMENDED PRACTICES Increased descriptive feedback, reduced evaluative feedback Increased student self-assessment Increased opportunities for students to communicate their evolving learning during the teaching Monday, August 16, 2010
- 11. KEY 1: CLEAR PURPOSE AND KEY 5: STUDENT INVOLVEMENT What does Assessment FOR Learning look like? 100_6343 by rockyradio Monday, August 16, 2010
- 12. What formative assessment practices are you familiar with? With your ___ Base Partner, list all you can think of that you have seen, done or read about. Consider both teachers and students as decision-makers 77/365 Baseball bokeh HBW by The Suss-Man Monday, August 16, 2010
- 13. A key premise is that for students to be able to improve, they must have the capacity to monitor the quality of their own work during actual production. This in turn requires that students: Know what high quality work looks like Be able to objectively compare their work to the standard Have a store of tactics to make work better based on their observations --Royce Sadler, 1989 Monday, August 16, 2010
- 14. ASSESSMENT FOR LEARNING MEETS STUDENTS’ INFORMATION NEEDS: Where am I going? Where am I now? How can I close the gap? Monday, August 16, 2010
- 15. ASSESSMENT FOR LEARNING STRATEGIES Where am I going? 1. Provide a clear statement of the learning target. 2. Use examples and models Where am I now? 3. Offer regular descriptive feedback 4.Teach students to self-assess and set goals How can I close the gap? 5. Design focused lessons 6.Teach students focused revision 7. Engage students in self-reflection; let them keep track of and share their learning. Monday, August 16, 2010
- 16. ACTIVITY DIRECTIONS: Assign one of the seven strategies to each person at your table. Appoint a table monitor to pay attention to time. Read the explanation of your assigned strategy. Be ready to explain the key idea of your strategy and how it addresses Sadler’s key question. Share your explanation with your table. Note ideas that are familiar and ideas that are new to you Monday, August 16, 2010
- 17. FIND YOUR __ BASE PARTNER AND DISCUSS: An idea from the Seven Strategies that IS NOT NEW to you An idea from the Seven Strategies that IS NEW to you 77/365 Baseball bokeh HBW by The Suss-Man Monday, August 16, 2010
- 18. ASSESSMENT FOR LEARNING STRATEGIES Where am I going? 1. Provide a clear statement of the learning target. 2. Use examples and models Where am I now? 3. Offer regular descriptive feedback 4.Teach students to self-assess and set goals How can I close the gap? 5. Design focused lessons 6.Teach students focused revision 7. Engage students in self-reflection; let them keep track of and share their learning. Monday, August 16, 2010
- 19. New Idea: Formative assessment can and should be done BY STUDENTS as well as by teachers. The key to improvement is how students and teachers use assessment information. Monday, August 16, 2010
- 20. Assessment for Learning: The ultimate user of formative assessment information is the student. Monday, August 16, 2010
- 21. WORK CITED Black, Paul, and Dylan Wiliam. "Inside the Black Box: Raising Standards Through Classroom Assessment." Phi Delta Kappan 80.2 (1998): 139-148. Web. 16 Aug 2010. <http://blog.discoveryeducation.com/ assessment/files/2009/02/blackbox_article.pdf>. Chappuis, Jan. Seven Strategies for Learning. 1st ed. Portland, OR: Educational Testing Service, 2009. 3-14. Print. Monday, August 16, 2010