Formative Assessment on the Fly~
Asking Questions, Getting
Answers
MILWAUKEE PUBLIC SCHOOLS
Lee Ann Pruske
Mary Mooney
April 12, 2013
Professional practice

Work with one teacher on the formative
assessment process. Elicit, interpret,
make decisions about the next steps in
instruction, and implement those
decisions with students.

Prepare a short vignette around the
work with teachers and students to
share at the April ACM meeting.
Give One, Get One

With your typed vignette in hand, find a
partner .

Share your stories, trade vignettes

Find a new partner and share, trade
vignettes
Learning Intention
Success Criteria
 We
are learning to use the formative
assessment process within the
classroom DURING instruction.
 We
will know we are successful
when we recognize formative
assessment opportunities in
classrooms.
“…it is essential that teachers
explore students’ thinking
before assuming that students
have understood something.”
D. Wiliam, 2011
Why ask questions?
1. Cause thinking
2. Provide teacher with
information to assist
instructional decision making*
*Ask questions that students can’t
get the correct answer with incorrect
thinking.
What is the purpose of the question?

Discussion Questions





Whole class discussion
Surface student thinking, and justifications
Teachers can probe for details
Takes class time
Diagnostic Questions
 Individual responses
 Discussion not needed
 Be careful students don’t get right answer,
for incorrect thinking
Misconception Managed
 Take a card out
 Individually solve the problem
 Discuss how you might surface
student understanding through this
problem
 Would you use the problem as a
classroom discussion, or individual
diagnostic tool
 Pass the envelope and repeat
Problem A
Simplify (if possible)
2a + 5b
Problem B
Make this true:
3a = 24
a + b = 16
Problem C
Which is larger:
3/7 or 3/11
Problem D
 In
this sequence
3, 7, 11, 15, 19
 Which is the best rule to describe the
sequence.
a. n + 4
b. 3 + n
c. 4n – 1
d. 4n + 3
Formative Assessment…on the fly
Diagnostic Questions

“Range-finding” questions find out what
students already know before
beginning a topic.

“Hinge point” diagnostic questions are
used in the middle of instruction to
check for understanding. Next step
hinges on student understanding.
Types of Listening

Evaluative listening
 Listening for knowledge, content,
correctness.
○ (Do they get it?)
○ (Do I need to re-teach this content or can I
move on?)

Interpretive listening
 What are students’ thinking?
○ (How can I build on their understanding?)
 Shifting Up teacher moves
Instructional Practice Skill

Use your ABCDEF cards to answer

Hold up the correct cards indicating your
answer.

No discussing please.
In which of these right triangles does a2 + b2 = c2
A
B
C
b
a
c
a
c
b
b
D
c
E
F
c
b
a
c
a
a
b
c
b
a
What is the relationship among
the sides of a right triangle?
What is the relationship among
the sides of a right triangle?
c
In which of these right triangles does a2 + b2 = c2
A
B
C
b
a
c
a
c
b
b
D
c
E
F
c
b
a
c
a
a
b
c
b
a
Instructional Strategy Revisited
 Diagnostic
question
 All student response through
A-F cards
 Interpretive listening
Professional Practice

Observe a teacher or two in your building listening
for opportunities to work with student
misconceptions. Type up what you observe and
put it in the TLC under Listening Practice.
Consider the following in your summary:
 Why did the student answer incorrectly?
 What is the misconception?
 Was the teacher engaged in evaluative or interpretive
listening?
 How does/did the teacher plan for misconceptions?
 Did misconceptions derail instruction?
 What did the teacher do next?


Post by May 10, 2013,
Reply to at least 2 colleague’s posts by May 24,
2013
Feedback question
What is your hunch about the types of
questions (diagnostic, discussion, range
finding, hinge point) teachers in your
building will be asking when you listen in
for misconceptions in math?
Spring CR items are up!

www.mmp.uwm.edu

Instructional Guides

Use them with your teachers.
Milwaukee Public Schools
TITLE OF PRESENTATION
MPS Board of School Directors
Senior Team
Dr. Michael Bonds, President
Larry Miller, Vice President
Mark Sain, District 1
Jeff Spence, District 2
Annie Woodward, District 4
Dr. Peter Blewett, District 6
David Voeltner, District 7
Meagan Holman, District 8
Terrence Falk, At-Large
Dr. Gregory Thornton, Superintendent
Naomi Gubernick, Chief of Staff
Darienne Driver, Chief Innovation Officer
Tina Flood, Executive Director, Curriculum and Instruction
Dr. Karen Jackson, Chief Human Resources Officer
Michelle Nate, Chief Operations Officer
Gerald Pace, Esq., Chief Financial Officer
Anita Pietrykowski, Director, School Administration
Denise Callaway, Communications & Partnerships
Patricia Gill, Executive Director, Family Services
Sue Saller, Coordinator to the Superintendent