Formative Assessment: Tasks and Feedback
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This document discusses formative assessment strategies for teachers. It emphasizes using formative assessments to drive instruction and provide timely feedback to students. Various types of formative assessments are presented, such as task cards, performance tasks, and peer feedback. The document also provides tips for establishing classroom culture, writing learning goals, developing descriptive feedback, and asking effective questions to promote student learning.
Formative Assessment: Tasks and Feedback
- 2. Introductions Brady Gustafson ● Algebra 1 ● Honors Geometry ● Personal Finance Cassandra Gustafson ● AP Calculus ● Pre-Calculus ● Personal Finance
- 3. Clarenceville High School Demographics ● Located in Livonia ● Enroll Students from Livonia, Redford & Farmington ● High School Enrollment 573 ● 22% School of Choice ● 53% Free & Reduced Lunch ● 86.6% Graduation Rate
- 4. Formative Assessments The Main Goal: We are ALL always learning! Used to drive instruction ● What do my students know? ● Are we ready to move on? ● What should we do next? Procedure/ Classroom Culture ● Part of daily / weekly class routine ● Have familiarity ● Student Accountability
- 5. Tasks Large vs. Small Large Tasks Small Tasks____ Project Style Quick Assessment Usually work in pairs/ groups Individual Concepts Takes time to complete 5 Minutes max Quick to check Both Should Drive Instruction Promote Discourse Provide Opportunity for Feedback
- 6. Performance Tasks The Prize Patrol You have been selected to drive a prize patrol cart and place prizes on the competing teams’ predetermined paths. You know the teams’ routes and you can only make one pass. Where will you place the prizes so that each team will have a chance to find a prize on their route? Here are the equations for each of the four competing teams’ paths: Team 1 Route: x - 3y = -15 Team 2 Route: -5x + 2y = -12 Team 3 Route: x + 2y = -4 Team 4 Route: 3x - 4y = 4 Sketch the graphs of the four teams. Determine the equation for your prize patrol path and then identify the coordinates where you will place your prizes. Show your work and list the coordinates to the nearest tenth. Remember, all routes must be straight lines.
- 7. Task Cards ● One or Two Standards ● Complete in 5 minutes ● Collect & Check Immediately- FEEDBACK* ● Clear Directions ● Multiple Versions ● Multiple Copies ● Procedure is Key!
- 8. Task Cards: Examples Convert from degree to radian 30 ° = _________ Convert from radian to degree. Π / 2 = _________. Solve for x. (x - 2)( x + 4) = 0 Simplify. 1.) (x2 )3 2.) x2 * x3 3.) x6 / x2 4.) (xy) 2 5.) (x/y)2
- 9. Classroom Culture ● We are all in this together ● We can learn from each other ● Mistakes are OK and expected ● Discourse is important ● Use of Language Appropriate Mathematical Nonjudgemental
- 10. Learning Goals ● What are they? ● Do your students know what you are looking for? ● Could they restate the goals in their own words? ● How does it connect with what they have learned and what they are going to learn? ● Are your tasks and activities aligned to the learning goals?
- 11. Learning Goals Tips ● Clear & Concise ● Use Accessible Language ● Internalize Their Learning ● Reference Throughout the Lesson ● Connects to Bigger Picture Large vs. Small Large Tasks Prize Patrol LG: Use systems of equations to solve real-life problems Small Tasks Exponents Task Cards LG: Accurately apply the laws of exponents
- 12. The Systemic Approach How do I make formative assessments with timely feedback work in my classroom? The Approach ● Determine type of formative assessment ● Determine the type of feedback ● Determine appropriate time frame ● Determine options/ path for afterwards Tips ● It is a cyclical part of learning ● Classroom Procedure ● Reflection- both teacher and students
- 13. The Systemic Approach Task Cards ● Check while students work ● Meet with teacher individually ● Collect at end of hour, return following day Student Corrections ● Reteach common errors, whole group or small group, then return cards ● Simply redo it individually ● Revisit notes and then revisit card ● Paired with same bad answer partner ● Meet with teacher individually, new card
- 14. The Systemic Approach Performance Tasks ● Check-in while students work ● Meet with teacher individually ● Post and have students provide feedback ● Collect and Return ● Provide Multiple Opportunities for ○ Discourse ○ Work time ○ Editing*
- 15. Types of Feedback ● Teacher to Individual ● Teacher to Pair/ Group ● Student to Student ● Student to Self
- 16. Descriptive Feedback What is Descriptive Feedback? Provides students with a pathway to continue learning. Tips ● Start with something good ● Keep learning goals in mind ● Use questions (remember its cyclical- not corrective)
- 17. Peer Feedback Ask students to apply their reasoning to someone else’s work ● Provide Opportunities ● Model Appropriate Feedback ● Practice, Practice, Practice ● Provide a Structure What we found… ● At first, students will take the easiest route ● Providing a starting phrase or word wall helps ● Give feedback on their feedback
- 18. See- Think- Wonder I See... I Think... I Wonder...
- 20. See- Think- Wonder I See... I Think... I Wonder...
- 21. See- Think- Wonder I See... I Think... I Wonder...
- 24. Effective Questions Developing Mathematical Thinking with Effective Questions Teacher Line PBS.org questions for mathematical thinking. Categories of Questions ● To help students build confidence and rely on their own understanding ● To help students learn to reason mathematically ● To check student progress ● To encourage conjecturing ● To promote problem solving ● To help when students get stuck ● To make connections among ideas and applications ● To encourage reflection Instructions for use: ● Have list ready ● Highlight specific questions for specific tasks ● Print on Post-it notes
- 25. Effective Questions Why is that true? How did you reach that conclusion? Is that true for all cases? Explain. Can you think of another method that might have worked? Can you think of a counterexample? What assumptions are you making?
- 27. Recap The Main Goal: We are ALL always learning! ● Create a procedure that works for you and your students ● Determine the type and length of the formative assessment ● Determine the type of feedback ● Practice, Practice, Practice! ● Reflect, Adapt, Repeat
- 28. Contact Info Email: casscornerinfo@gmail.com Cassandra’s Corner on Teachers Pay Teachers https://www.teacherspayteachers.com/Store/Cassandras-Corner