Formative Assessment Collaborative
A panel discussion
Charles A. Dana Center
Susan May, Senior Program Coordinator
District partners
Hillsborough County Public Schools
Boston Public Schools
Baltimore City Public Schools
2013
Goal of the Formative Assessment Collaborative
To provide teachers with tools and strategies for
implementing formative assessment processes in
mathematics to strengthen instruction and support student
learning.
2013
2
Desired Outcomes of the Collaborative
Participants will:
•  Understand the role of formative assessment in effective
teaching.
•  Understand some key findings from research around
formative assessment.
•  Select key assessment points within a unit of study, choose
appropriate assessment strategies to elicit evidence of
understanding from students, and adjust instruction
accordingly.
•  Be prepared to implement formative assessment tasks and
strategies within units of study throughout the year.
•  Strengthen the implementation of the CCSSM.
2013
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Project Overview
Year 1:
•  Initial two-day professional development
•  Follow-up professional development sessions
­  Dec. 3, Jan. 25, Feb. 25, Apr. 29, May 27
•  Follow-up site visits
­  Jan. 24, Feb. 26, Apr. 30
Years 2 and 3:
•  Scale the initiative to a broader audience. The initial
teacher–leader group, with support from the Dana Center
and Agile Mind, will be an integral part of this scale-up.
2013
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Assessment Tools
•  Formative Assessments through the Common Core
•  Agile Assessment
2013
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Formative Assessment Cycle
Study
Standards
Make
Instructional
Adjustments
Determine
Criteria
Develop
Learning
Progression
Interpret
Evidence
Capture
Evidence
2013
Plan the
Assessment
6
Formative Assessment Cycle
Study
Standards
Make
Instructional
Adjustments
Formative assessment design
begins with studying the
standards in a unit of study. This
leads to determining criteria that
Interpret
describe
student performance.
Evidence
Capture
Evidence
2013
Determine
Criteria
Develop
Learning
Progression
Plan the
Assessment
7
Formative Assessment Cycle
Study
Standards
Make
In order
to
determine if students Determine
Instructional
Criteria
Adjustments
meet the
criteria, we must
develop a learning progression.
At select points within the learning
progression, planned formative
Develop
assessment
tasks
are
used
Interpret
Learning
Evidence
Progression
assess
student learning.
Capture
Evidence
2013
Plan the
Assessment
8
Formative Assessment Cycle
Study
Standards
Make
Instructional
Adjustments
Interpret
Evidence
Formative
are
designed to elicit specific
evidence from students.
Evidence is gathered and
Develop
analyzed, then used to
make
Learning
Progression
instructional adjustments.
Capture
Evidence
2013
Determine
Criteria tasks
assessment
Plan the
Assessment
9
Some Questions You May Have…
•  Why is this important for students and teachers?
•  What will this project require of teachers?
•  How does this work fit into what districts are already doing?
2013
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Panel members
Baltimore City Public Schools
•  Ryan Reid, Director of math
•  Luis Lima, Coordinator secondary schools mathematics
Boston Public Schools
•  Christine Hall, K-12 Mathematics director
•  Anurupa Ganguly, Senior program director secondary
mathematics
•  Linda Davenport, Senior program director elementary
mathematics
Hillsborough County Public Schools
•  Michael Smith, Secondary mathematics supervisor
2013
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