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THE REFLECTIVE CLASSROOM:
Using Authentic Formative
Assessment in Social Studies
NCDPI K-12 Social Studies Team
Section Chief
Fay Gore
fay.gore@dpi.nc.gov
K-12 Consultants:
Ann Carlock
Ann.Carlock@dpi.nc.gov
Justyn Knox
Justyn.Knox@dpi.nc.gov
Dr. Steve Masyada
Stephen.Masyada@dpi.nc.gov
Michelle McLaughlin
Michelle.Mclaughlin@dpi.nc.gov
Program Assistant
Bernadette Cole
bernadette.cole@dpi.nc.gov
Objectives
• Understand how authentic formative
assessment in the social studies
classroom can increase student
achievement and understanding.
• Understand of how to use assessment
FOR learning through peer feedback and
other formative assessment strategies.
Guiding Questions
•
What do we want students to learn? What should each student know and
be able to do as a result of each unit/grade level/course?
•
How will we know when they have learned it?
•
What will we do if they don’t learn?
•
What will we do if they already know it?
Snowball Fight
What formative assessment strategy
do you currently use that you think is
the most meaningful and WHY?
Assessing for Understanding in Social
Studies
Begin with the end in mind (KUD) and
work toward assessing for understanding.
 Identify the desired results (KUD –
Know/Understand/Do).
U
 Design meaningful performance
tasks that meet critical KUD’s.
 Develop effective criteria to evaluate the
results.
K
D
Assessing Understanding
The best way to assess conceptual
understanding is by an authentic formative
assessment. In many cases these authentic
assessments can involve performance task.
How does teaching with a
performance task in mind differ
from simply assessing for facts?
Making formative assessment
authentic means….
• Writing for an authentic audience
• Writing for an authentic and meaningful
purpose
• Writing in a real-world format
Authentic Audiences
• A Younger Students
• The community (Newspaper, local businesses, organizations)
• A Scientist
• A Historical Figure
• Governmental Officials
• School Leaders
• Parents
• Family Members
• Friends
Authentic Purposes
• Take a stand
• Persuade specific audience to commit to your perspective or cause
• Alter a perspective
• Take on a different perspective
• Explain a process
• Analyze an event, experimental results, statistics
• Educate a group on a topic, procedure, or event
• Relay scientific findings
• Relay and opinion
Real World Formats
• Letter
• Lab Reports
• Article
• News Program
• Social Media
• Talk show
• Presentation
• Timeline
• Debates
• Maps, Charts, & Graphs
• Experiments
• Data Displays
• Role Play/Drama
Narrative
• Diagrams
• Diary Entry
From Boring to Authentic
Explain
reasons why
immigrants
came to
America long
ago.
From the
perspective of an
immigrant long
ago, create a
diary entry of his
or her
experience
moving to the
U.S.
Your Turn
• Explain the causes and effects of the
American Revolution.
Other Formative Assessment
Strategies in Social Studies
• What are some formative assessment
strategies in social studies that you have
used?
Other Formative Assessment
Strategies in Social Studies
• Big Idea
• It Never Happened
• Different Perspectives
• Newspaper Headline
• G-SPRITE
• Connections
• Generalizations
Big Idea
• Write a “Big Idea” for the Unit we’ve been
studying
• Big ideas are not specific to just any one
unit and can also apply today
It Never Happened
• Pretend that __________ had never
happened or __________ had never
been born. How would things be
different?
• Discuss this with your partner
Different Perspectives
• Show at least two-three
different perspectives
people had about our
topic today.
• Use talk bubbles or a
chart. Be sure to identify
the person or group for
each perspective you
describe.
Newspaper Headline
• Create a newspaper headline that may
have been written for the topic we are
studying. Capture the main idea of the
event.
G-SPRITE
•
Use the Following Themes and relate them to today’s lesson
•
G- Geographical
•
S-Social
•
P-Political
•
R-Religious
•
I-Intellectual
•
T-Technological
•
E-Economical
Connections
• Think about how what we’ve been
studying might be connected to things
that are going on today or another time in
history.
• Migrations have occurred at various times
in history. Today immigration to the
United States remains a controversial
topic.
Generalization
Definition
Drawing
Revolution—Overthrow of the
government for another
government or sudden change
We are going to overthrow the
government because you people
are really mean!
Generalization
Example
Revolutions may occur when
peoples’ rights are taken away.
American Revolution
French Revolution
Russian Revolution
What Should Students be doing?
•
Using wait time effectively
•
Thinking about their thinking
•
Writing their thoughts
•
Communicating and collaborating with
peers
•
Receiving feedback from the teacher
•
Generating their own self-assessments
Peer Feedback
• Video Writing Peer Review (Top 10
Mistakes)
https://www.youtube.com/watch?v=iBuq4
qgRhCc
Tips and Tricks
• Have paper readily available so students don’t waste
time getting it out.
• Have a designated collection area for student
responses.
• Mix it up.
• Share what you are doing with other teachers to create
a school culture/consistency around formative
assessment methods
Format Assessment in Action
• Fist to Five Feedback
• Be Sure To: A Powerful Reflection Strategy
• Stop Light Method
Formative Assessment
Strategies Modeled
• Snowball Fight
• 4 Box Synectic
• Think Pair Share
• www.padlet.com
Sample Social Studies
Performance Tasks
• Sample Performance Task from Portland
Schools
• Authentic Assessments in Social Studies
Resources
• A New Generation of
History Assessment from
Stanford
• What formative
assessment looks like in
action
• Examples of Formative
Assessments
• Fist to Five Feedback
• NC Falcon
• 25 Quick FAs
• Student Reflections