Embedding Formative Assessment :
Five Key Strategies and
One Big Idea
February 10, 2012
Facilitator:
DonnaIrene McKinley
Pennsylvania Training and Technical Assistance Network
PaTTAN’s Mission
The mission of the Pennsylvania
Training and Technical Assistance
Network (PaTTAN) is to support the
efforts and initiatives of the Bureau of
Special Education, and to build the
capacity of local educational agencies
to serve students who receive special
education services.
PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure
Individualized Education Program (IEP)
teams begin with the general
education setting with the use of
Supplementary Aids and Services
before considering a
more restrictive environment.
Formative Assessment
Foundational
Concepts
Five Key StrategiesOne Big Idea
From Theory to
Practice
Why Raising Achievement
Matters
1. Clarifying, Sharing
Learning Intentions and
Success Criteria
A Promising Practice
Foundations of PLCs/TLCs
What do we mean by
Assessment for learning
(Afl)?
Classroom Assessment
Minute by Minute, Day by Day
2. Effective Classroom
Discussions, Activities and
Learning Tasks
3.Providing Feedback that
moves learning forward
4.Self assessment
5.Peer assessment
Pulling it all together
Putting it into Practice
Action Plan
Anticipation Guide
Handout
• Find your Anticipation Guide in your
Supportive Handouts
• Complete on your own.
• After reading each classroom scenario place
a plus (+) next to a scenario that
demonstrates formative assessment
instructional practices
• or a minus (-) next to a scenario that does
not.
PA’s Standards Aligned System
Standards
Safe and
Supportive
Schools
Assessments
Student
Achievement
Materials &
Resources
Curriculum
Framework
Instruction
8
Standards Aligned System (SAS)
Assessments (http://www.pdesas.org/)
Assessments aligned
to PA standards.
Standards
Assessments
Safe and
Supportive
Schools
Formative
Student
Achievement
Materials &
Resources
Curriculum
Framework
Instruction
Summative
Benchmark
Diagnostic
9
Dylan Wiliam, PhD
Formative Assessment
Foundational
Concepts
Five Key StrategiesOne Big Idea
From Theory to
Practice
Why
Why Raising
Achievement
Raising
Achievement
Matters
Matters!
1. Clarifying, Sharing
Learning Intentions and
Success Criteria
A Promising Practice
Foundations of PLCs/TLCs
What do we mean by
Assessment for learning
(Afl)?
Classroom Assessment
Minute by Minute, Day by Day
2. Effective Classroom
Discussions, Activities and
Learning Tasks
3.Providing Feedback that
moves learning forward
4.Self assessment
5.Peer assessment
Pulling it all together
Putting it into Practice
Action Plan
12
Foundational Concepts
Handout
Why Raising Achievement Matters
Refer to your Video-Note Taking
Guide for a Prompt
Foundational Concepts
NOW more than ever…
$35.00
$30.00
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Dropout
$20.00
HS Diploma
Some College
BA/BSc
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Prof Degree
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83
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81
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79
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[Source: Economic Policy Institute] 13
Foundational Concepts
Which of the following skill categories is
disappearing from the work-force
most rapidly?
Fist-to-Five
1.
2.
3.
4.
5.
Routine Manual
Non-Routine Manual
Routine Cognitive
Expert Thinking & Problem-Solving
Complex Communication
14
Foundational Concepts
Accountable Talk
(Resnick, 2000)
Agreements for partner conversations:
• 1. Stay on topic.
• 2. Use information that is accurate and
appropriate to the topic.
• 3. Think deeply about what the partner has to
say. (Fisher & Frey, p. 23. 2007).
Foundational Concepts
Indicators of Accountable Talk
1. Clarification
“Could you describe what that The
means?”
most
salient
information for
“Where did you find that information?”
me so far in this
3. Challenge misconceptions
training is…
“I don’t agree because…”
because…..”
2. Justification
4. Demand evidence
“Can you give me an example?”
5. Interpret and use each other’s statements
“David suggested….”
(Fisher & Frey, p. 23, 2007)
Foundational Concepts
Where’s the solution?
17
Foundational Concepts
It’s the Classroom
Variability at the classroom level
is up to 4 times greater than at
school level
Personal Reflection:
– What distinguishes the most effective from
the least effective classrooms?
– What differences would you see if you
were in a classroom that took 6 months to
learn versus a year?
18
Formative Assessment
Foundational
Concepts
Five Key StrategiesOne Big Idea
From Theory to
Practice
Why Raising Achievement
Matters
1. Clarifying, Sharing
Learning Intentions and
Success Criteria
A Promising Practice
Foundations of PLCs/TLCs
What do we mean by
What do we mean by
Assessment
Assessment forfor
learning
learning?(Afl)?
Classroom Assessment
Minute by Minute, Day by Day
2. Effective Classroom
Discussions, Activities and
Learning Tasks
3.Providing Feedback that
moves learning forward
4.Self assessment
5.Peer assessment
Pulling it all together
Putting it into Practice
Action Plan
Foundational Concepts
Handout
What Do We Mean by
Assessment for Learning (AfL)?
Refer to your Video-Note Taking
Guide for a Prompt
20
Assessment for Learning
Assessment becomes formative
when the evidence is actually
USED to ADAPT the teaching
in order to meet student learning
needs.
Foundational Concepts
Effect Size
“The mean effect sizes for most of the studies
were between .40 and .70; such effect sizes are
among the largest ever reported for sustained
educational interventions.”
Assessment for Learning, 2003
Foundational Concepts
The Good News
• An effect size of 0.40 would mean that the
average pupil involved in an innovation would
record the same achievement as a pupil in the
top 35% of those not involved.”
• An effect size of 0.70 in the recent
international comparative studies in
mathematics would have raised the score of a
nation in the middle of the pack of 41
countries to one of the tope five.”
Inside the Black Box, 1998
Foundational Concepts
Black and Wiliam Meta-Analysis
• Over 160 research journals and books
• Yielded about 681 articles or chapters
• Research review based on 250 of these
sources
“There is a body of firm evidence that formative assessment is
an essential component of classroom work and that its
development an raise standards of achievement. We know of
no other way of raising standards for which such a strong prima
facie case can be made.” (Inside the Black Box, 1998).
Foundational Concepts
EFFECTS of Formative Assessment
Long-cycle
– Student monitoring
– Curriculum alignment
Medium-cycle
– Improved, student-involved, assessment
– Improved teacher cognition about learning
Short-cycle
– Improved classroom practice
– Improved student engagement
25
Foundational Concepts
Aspects of Formative Assessment
Teacher
Peer
Learner
Where the learner is going
Where the learner is
How to get there
Clarify and share
learning intentions
Engineering effective
discussions, tasks and
activities that elicit
evidence of learning
Providing feedback
that moves learners
forward
Understand and share
learning intentions
Activating students as learning
resources for one another
Understand learning
intentions
Activating students as owners
of their own learning
Foundational Concepts
Evidence/rationale for investment
in formative assessments
“It is impossible to disentangle the impact of formative
assessment from the instruction that follows it.
When improved student outcomes are used as the
criterion for effective practices, evaluations of
classroom-based formative assessment are as much
an evaluation of the instructional adjustments resulting
from the assessments as they are of the assessments
themselves.”
(Torgesen & Miller, 2009)
Foundational Concepts
Quick Write
Take Ten Steps
Pair- Discuss:
Quick Write:
The difference between assessment of learning and
assessment for learning.
Then take your summary and walk ten steps to
someone you do not know and discuss your
summaries.
Formative Assessment
Foundational
Concepts
Five Key StrategiesOne Big Idea
From Theory to
Practice
Why Raising Achievement
Matters
1. Clarifying, Sharing
Learning Intentions and
Success Criteria
A Promising Practice
Foundations of PLCs/TLCs
What do we mean by
Assessment for learning
(Afl)?
Classroom
Assessment
Classroom
Assessment
2. Effective Classroom
Discussions, Activities and
Learning Tasks
3.Providing Feedback that
moves learning forward
Minute by Minute, Day by Day
4.Self assessment
5.Peer assessment
Pulling it all together
Putting it into Practice
Action Plan
Foundational Concepts
Defining Formative Assessment
• Read: Classroom Assessment: Minute by Minute,
Day by Day
By Siobhan Leahy, Christine Lyon,
Marnie Thompson and Dylan Wiliam
Educational Leadership,
November 2005, Volume 63, Number 3
Assessment to Promote Learning
Pages 19-24
30
Foundational Concepts
Jigsaw Directions
• Number off at your table 1-5
Everyone reads
At the beginning of the article read:
• Introduction
• Changing Gears
• Our Work with Teacher
At the conclusion of the article read:
• Using Evidence of Learning to Adapt
Instruction
• Supporting Teacher Change
Handout
31
Foundational Concepts
Jigsaw The Strategies
• 1’s read “Clarify and Share Intentions & Criteria”
• 2’s read “Engineering Effective Classroom Discussions”
• 3’s read “Provide Feedback that Moves Learners
Forward”
• 4’s read “Activate Students as Owners of their
Learning”
• 5’s read “Activate Students as Instructional Resources
for One Another”
Share summary of your section and then have a table
discussion of how embedding formative assessment
strategies into classroom practice may impact your
teaching and your students’ learning
Foundational Concepts
Text Rendering- On The Clock
What resonates with you ?
One sentence…
One phrase…
One word…
5 Key Learnings
Going Deeper
A Focus on 5 Key Learning Strategies
and
One Big Idea
34
5 Key Learnings
5 Key Learning Strategies
1. Clarifying, Sharing, and
Understanding Learning Intentions
2. Engineering Effective Classroom
Discussions, Activities, and Learning
Tasks
3. Providing Feedback that Moves
Learning Forward
4. Peer Assessment
5. Self Assessment
35
5 Key Learnings
One Big Idea
Use evidence about learning to
adapt teaching and learning
to meet student needs.
Formative Assessment
Foundational
Concepts
Five Key StrategiesOne Big Idea
From Theory to
Practice
Why Raising Achievement
Matters
1. Clarifying, Learning
1. Clarifying, Sharing
Intentions
and Success
Learning Intentions
and
Success Criteria
Criteria
A Promising Practice
Foundations of PLCs/TLCs
What do we mean by
Assessment for learning
(Afl)?
Classroom Assessment
Minute by Minute, Day by Day
2. Effective Classroom
Discussions, Activities and
Learning Tasks
3.Providing Feedback that
moves learning forward
4.Self assessment
5.Peer assessment
Pulling it all together
Putting it into Practice
Action Plan
5 Key Learnings
Common Language
Learning Objectives
Learning Outcomes
Learning Goals
Learning
Intentions
5 Key Learnings
Introduction: 1. Clarifying, Sharing, and
Understanding Learning Intentions and Success
Criteria
• Watch Wiliam Clip
Handout
Refer to your Video-Note Taking
Guide for a Prompt
40
5 Key Learnings
Key Point
1. Clarifying, Sharing, and Understanding Learning
Intentions and Success Criteria
Not all students have the same idea as their
teachers about what they are meant to be
doing in the classroom. Often, what is
wanted is not made clear and this puts some
students at considerable advantage
because they already know. (Wiliam, 2011.
p. 52).
41
5 Key Learnings
Examples:
1. Clarifying, Sharing, and Understanding Learning Intentions
• Student-friendly language while maintaining
the language of the discipline
• Transferability- learning intention can be
used in many other situations
5 Key Learnings
A Good Learning Intention
A good learning intention is:
1. Important
2. Student-Friendly
3. Clear
43
5 Key Learnings
Wallpaper Objectives- A Non-Example
1. Clarifying, Sharing, and Understanding Learning Intentions
“Wallpaper” Objectives
• Opaque to students
• Do not transfer to novel situations
44
5 Key Learnings
I Do We Do You Do
1. Clarifying, Sharing, and Understanding Learning Intentions
Focusing on Transferability
A Good Learning Intention is Clear
And focuses on what students will learn
NOT DO
45
5 Key Learnings
Non-Examples: Sharing Learning Intentions
The Ambiguous Role of Context
Confused Learning
Objective
To be able to write
instructions on how to
change a bicycle tire
To be able to present an
argument for or against
assisted suicide
To know what the local
rabbi does
To produce and analyze a
questionnaire about moviegoing habits
To design an experiment to
find out what conditions pill
bugs prefer
Clarified Learning Objective
To be able to write
clear instructions.
To be able to present and
argument for or against an
emotionally charged proposition.
Handout
Context of Learning
Changing a
bicycle tire.
Assisted suicide.
Random
Reporter
46
(Wiliam, p. 61, 2011)
5 Key Learnings
Graffiti Wall & Gallery Walk
• Think about a learning intention that you teach;
write it on post-it. Make it context free.
• Share it with someone.
• Place your post note on one of the 3 frames.
1. Elementary
2. Middle School
3. High School
5 Key Learnings
1. Clarifying, Sharing, and Understanding
Success Criteria
Examples:
• A continuum of work samples
• Co-constructing with students the success
criteria
What it looks like in the classroom
• Student’s analyzing a continuum of work
samples
• Co-constructing with students the success
criteria (rubric, performance levels)
5 Key Learnings
Time to Reflect…..
• In your current assignments, discuss to what
extent you are seeing “visible objectives?”
• Are they posted?
• Are they being taught?
• Are they connected to the standards
• Are they connected to instruction/learning?
• Are students able to share what they are
learning and why?
5 Key Learnings
Find the Fib: Pinch Card
A. Learning intentions should be important,
clear, and student-friendly.
B. Learning intentions are synonymous with PA
anchors and standards.
C. Students do better when they construct
their own test questions and answers.
50
5 Key Learnings
Instructional Routine Card
& Action Plan
Review Key Strategy 1. Clarifying, Sharing
Learning Intentions and Success Criteria
Instructional Routine Card
Write on your Action Plan.
What one strategy is
worth repeating?
Handout
Formative Assessment
Foundational
Concepts
Five Key StrategiesOne Big Idea
From Theory to
Practice
Why Raising Achievement
Matters
1. Clarifying, Sharing
Learning Intentions and
Success Criteria
A Promising Practice
Foundations of PLCs/TLCs
What do we mean by
Assessment for learning
(Afl)?
Classroom Assessment
Minute by Minute, Day by Day
2. Effective Classroom
2. Effective Classroom
Discussions,
Activities
Discussions, Activities
and &
Learning
Tasks
Learning
Tasks
3.Providing Feedback that
moves learning forward
4.Self assessment
5.Peer assessment
Pulling it all together
Putting it into Practice
Action Plan
5 Key Learnings
2. Engineering Effective Classroom
Discussions, Activities and Learning Tasks
• Watch Wiliam Clip
Refer to your
Video-Note Taking Guide
for a Prompt
53
5 Key Learnings
Review Effective Discussions
2. Engineering Effective Classroom Discussions, Activities, and Learning Tasks
54
5 Key Learnings
Key Idea
2. Engineering Effective Classroom Discussions, Activities, and Learning Tasks
“…with careful planning and the thoughtful
application of [questioning] techniques, the
teacher can make the classroom a much more
engaging place for students and one in which the
teacher is able to make rapid and effective
adjustments to meet the learning needs of all
students.” (Wiliam, 2011, p. 104).
5 Key Learnings
2. Engineering Effective Classroom
Discussions, Activities, and Learning Tasks
Only two good reasons to ask
questions in class:
1. to cause thinking and
2. to provide information for the
teacher about what to do next.
(Wiliam, p. 79, 2011)
56
Bloom’s Taxonomy
of Critical Thinking
New: Verbs
Old: Nouns
Handout
5 Key Learnings
Use questioning techniques to stimulate student
thinking and provide information for the teacher
about what to do next.
(Wiliam, 2011).
Examples
• Devote planning time and professional development to
constructing questions that will engage and assess learning.
• Use questioning to help students develop their ability to
use language as a tool for thinking about content, both
individually and in collaboration with other students.
• Use open-ended questions that encourage students to
discuss learning from multiple perspectives.
• Listen to students’ responses interpretively (what you learn
about students’ thinking by attending carefully to what
they say)
• Focus on the quality of talk, not the quantity of talk.
58
5 Key Learnings
Avoid frequent questioning techniques
that are simply managerial questions or
basic recall questions. (Wiliam, 2011).
Non-Examples
• “Who has finished all the questions?”
• “How many legs does an insect have?”
• Listening evaluatively (listening to students’ answers to
learn only what you want them to know).
59
5 Key Learnings
Practical Techniques for Questioning
• Causing thinking and generating data to
inform teaching
–generating questions with colleagues
–closed vs open
–low-order vs high-order
–appropriate wait-time
60
5 Key Learnings
Practical Techniques for Questioning
• Eliminating I-R-E (initiate, respond,
evaluate) and replacing with
–basketball rather than serial table-tennis
–‘No hands up’
–class polls to review current attitudes
towards an issue
–All student response systems
61
5 Key Learnings
Socratic Questioning and Dialogue
• Ask questions that: clarify, probe purpose,
probe assumptions, probe information,
reasons, evidence and causes, probe concepts,
inferences and interpretations.
• Ask questions about: viewpoints or
perspectives, implications and consequences,
questions about the question.
(Foundation for Critical Thinking, www.criticalthinking.org)
5 Key Learnings
Socratic Seminar
• Conducting and engaging students in
collaborative, intellectual dialogue facilitated
with open-ended questions about a text to
improve the individual’s ability to explain and
manipulate complex systems.
5 Key Learnings
Ways to Overcome “I Don’t Know”
• Who Wants to Be a Millionaire Techniques
– Phone a Friend
– Class Vote
– 50/50
• “If you did know, what would you say?”
• “If you were a mathematician (scientist/historian,
etc.), what would you say?”
• Teacher feeds an answer; student repeats.
5 Key Learnings
Ways to Overcome “I Don’t Know”
• Pass Card
– “Think about it, and I’ll be back.”
– “Check in the text, and I’ll be back.”
– “Check with a partner, and I’ll be back.”
– T: “ I’m back.” S: “ I still don’t know.”
T: “Which answer that you heard do you like
best? Why?”
5 Key Learnings
Socratic Seminar
• Read the Gettysburg Address
Lincoln opens the address by saying that America
Why
does“conceived
Lincoln say
that they
“cannot to
is a nation
in liberty
and dedicated
dedicate,
… cannot
… equal.”
cannotHe
the proposition
that all consecrate,
men are created
hallow
thisdescribing
ground” the
when
follows by
Civilthat
Warisasprecisely
“testing
whether
… anyofnation
so conceived and so
the
purpose
the ceremony?
dedicated can long endure.” What does he mean?
What forces would prevent a nation dedicated to
equality from surviving?
5 Key Learnings
Instructional Routine Card &
Action Plan
Review Key Strategy 2. Engineering
Effective Classroom Discussions,
Activities, and Learning Tasks
Instructional Routine Card
Write on your Action Plan.
What one strategy is worth
repeating?
Handout
Formative Assessment
Foundational
Concepts
Five Key StrategiesOne Big Idea
From Theory to
Practice
Why Raising Achievement
Matters
1. Clarifying, Sharing
Learning Intentions and
Success Criteria
A Promising Practice
Foundations of PLCs/TLCs
What do we mean by
Assessment for learning
(Afl)?
Classroom Assessment
Minute by Minute, Day by Day
2. Effective Classroom
Discussions, Activities and
Learning Tasks
3. 3.Providing
Feedback
that moves
Feedback
that
moves
learning
forward
learning forward
4.Self assessment
5.Peer assessment
Pulling it all together
Putting it into Practice
Action Plan
5 Key Learnings
3. Providing Feedback that
Moves Learning Forward
Handout
• Watch Wiliam Clip
Refer to your
Video-Note
Taking Guide
for a Prompt
70
5 Key Learnings
Key points on Feedback
3. Providing Feedback that Moves Learning Forward
• Feedback should always cause more
work for the students (learners) than it
does for the one who gives it
• Feedback should cause thinking
• A “recipe” for future action
• The rearview mirror versus the
windshield
71
5 Key Learnings
Examples
3. Providing Feedback that Moves Learning Forward
1. Feedback that is focused on the learning
not the student.
2. Feedback that is clear about what the student
has achieved and what still needs further work
to improve.
3. Feedback that points to how.
4. Feedback should be phrased as targets.
5 Key Learnings
Characteristics of Formative Feedback
3. Providing Feedback that Moves Learning Forward
Feedback should provide:
• evidence on
where they
are now
• the
desired
goal
© PMB 2007
• some understanding
of how to close the gap
If I had known
Formative Assessment requires
they wanted
me to use all
this info., I
• Data on the
would never
– actual level of some measurable
attribute
have
asked for
– reference level of that attribute
it!
5 Key Learnings
• A mechanism
– for comparing the two levels
– information can be used to alter the gap.
5 Key Learnings
Non- Examples
3. Providing Feedback that Moves Learning Forward
• Frequent feedback is not necessarily formative
• Feedback that causes improvement is not
necessarily formative
Assessment is formative only if the information fed
back to the learner is used by the learner in
making improvements
To be formative, assessment must include a
recipe for future action
5 Key Learnings
Feedback Activity: Is it Formative?
5 Key Learnings
Instructional Routine Card &
Action Plan
Handout
Review Key Strategy 3. Providing Feedback
that Moves Learning Forward
Instructional Routine Card
Write on your Action Plan.
What one strategy is
worth repeating?
Formative Assessment
Foundational
Concepts
Five Key StrategiesOne Big Idea
From Theory to
Practice
Why Raising Achievement
Matters
1. Clarifying, Sharing
Learning Intentions and
Success Criteria
A Promising Practice
Foundations of PLCs/TLCs
What do we mean by
Assessment for learning
(Afl)?
Classroom Assessment
Minute by Minute, Day by Day
2. Effective Classroom
Discussions, Activities and
Learning Tasks
3.Providing Feedback that
moves learning forward
assessment
4. Self4.Self
Assessment
5. Peer Assessment
5.Peer assessment
Pulling it all together
Putting it into Practice
Action Plan
5 Key Learnings
4. Self and 5. Peer Assessment
• Watch Wiliam Clip
Refer to your Video-Note Taking Guide
for a Prompt
79
5 Key Learnings
Key points 4.Self and 5.Peer Assessment
• Teachers can design learning situations, but
only learners create learning
• If students can improve how they manage
learning, they become owners of their own
learning
• Back to the concepts of engagement and
contingency.
80
5 Key Learnings
4.Self and 5.Peer Assessment
Proactive Metacognitive Learning
• Activating students as owners of
their own learning
Collaborative Learning
• Activating students as instructional
resources for one another.
5 Key Learnings
4.Self Assessment
“Students can achieve a learning goal only if they
understand that goal and can assess what they
need to do to reach it. So self-assessment is
essential to learning.”
Working Inside the Black Box, 2004
5 Key Learnings
Traffic Lights
Students reflect and indicate:
Red= Little understanding
Yellow= Partial understanding
Green = I understand
5 Key Learnings
Another Example: :Learning Logs
Today I learned…
I was surprised by….
The most useful thing I will take from this lesson is…
I was interested in…
One thing I’m not sure about….
The main thing I want to find out more about…
After this session, I feel…
I might have gotten more from this lesson if…
(Wiliam, pp. 157-158, 2011)
5 Key Learnings
5. Peer Assessment
Effective cooperative learning requires the
presence of two elements:
1. Group goals
“Working as a group, not merely in a group.”
2. Individual accountability
“Individual accountability, so that individual students
cannot be carried along by the work of others.”
(Wilam, p. 135, 2011)
5 Key Learnings
Pre-Flight Checklists
1. How do these pre-flight checklist support
interdependency?
2. How does having a clear learning
intention and clear success criteria support
peer assessment? How about feedback and
questioning?
5 Key Learnings
4. Self and 5. Peer Assessment
Techniques
• C3B4ME
• Peer Homework
evaluation
• Homework Help Board
• Two Stars and a Wish
• End of Topic Questions
• Error Classification
• End of Lesson Student
Review
• What Did We Learn
Today?
• Student Reporter
• Preflight Checklist
• I—You—We Checklist
• Reporter at Random
• If You Learned It, Help
Someone Who Hasn’t
5 Key Learnings
Practical Techniques:
• Conferencing and dialogue with students.
• Provide consistent opportunities for selfassessment.
• Learning Portfolios
• Learning Logs
• Traffic Lights
• Colored Cups
88
5 Key Learnings
4.Self and 5. Peer Assessment
Tip the scales in the right direction:
1. Share learning goals.
2. Expect high expectations and help students
believe they can achieve those goals.
3. Make it difficult for students to compare
themselves with others.
4. Provide a recipe for future action rather than
a review of past failures.
5. Use every opportunity to transfer executive
control from teacher to students.
5 Key Learnings
Instructional Routine Card
& Action Plan
Review Key Strategy 4. Self and 5. Peer
Assessment Instructional Routine Card
Write on your Action Plan.
What one strategy is
worth repeating?
Handout
5 Key Learnings
5 Key Strategies:
Are there Bigger Connections?
 Sharing Learning Intentions
• Curriculum
 Questioning
• Interactive Whole-Group Instruction
 Feedback
• Moving Student Learning Forward
 Self and Peer Assessment
• Attribution & Motivation
• Reciprocal Teaching & Peer Tutoring
91
Formative Assessment
Foundational
Concepts
Five Key StrategiesOne Big Idea
Why Raising Achievement
Matters
1. Clarifying, Sharing
Learning Intentions and
Success Criteria
What do we mean by
Assessment for learning
(Afl)?
Classroom Assessment
Minute by Minute, Day by Day
2. Effective Classroom
Discussions, Activities and
Learning Tasks
3.Providing Feedback that
moves learning forward
4.Self assessment
5.Peer assessment
From Theory to
Practice
Foundations
of Practice
A Promising
FoundationsLearning
of PLCs/TLCs
Professional
Communities
Pulling it all together
Putting it into Practice
Action Plan
Theory to Practice
Teacher Learning Communities
Professional Learning Communities
TLCs/PLCs
• “The whole idea of TLCs is to give you (the
teacher) a forum for getting support for
putting in place your plans.”
Dylan Wiliam
Theory to Practice
That’s what TLC/PLC’s are for:
•
•
•
•
•
•
•
Contradicting teacher isolation
Re-professionalizing
De-privatizing
Offering a steady source of support
Growing expertise
Facilitating sharing
Building a collective knowledge base
94
Formative Assessment
Foundational
Concepts
Five Key StrategiesOne Big Idea
From Theory to
Practice
Why Raising Achievement
Matters
1. Clarifying, Sharing
Learning Intentions and
Success Criteria
A Promising Practice
Foundations of PLCs/TLCs
What do we mean by
Assessment for learning
(Afl)?
Classroom Assessment
Minute by Minute, Day by Day
2. Effective Classroom
Discussions, Activities and
Learning Tasks
3.Providing Feedback that
moves learning forward
4.Self assessment
5.Peer assessment
Pulling
it alltogether
together
Pulling
it all
Putting it into Practice
Action Plan
Theory to Practice
Anticipation Guide Revisited
• Take a moment to revisit the Anticipation
Guide with which we began the day.
• Have any of your thoughts changed?
• If so, turn to your partner and tell why you
would change your mark for a specific
statement(s).
Theory to Practice
Frayer GO: Summarize Today
Definition:
Characteristics:
Formative
Assessment
Examples:
Non-Examples
Theory to Practice
Frayer GO: Summarize Today
Characteristics:
Definition:
Checks for understanding by
teacher is used to adapt their
teaching based on student needs
Learning Intentions
Effective Discussions/Tasks
Feedback that Produces Change
Peer and Self Assessment
Formative
Assessment
Examples:
Student friendly intentions that transfer
to many subjects
Questions that cause thinking and
provide information for the teacher
Feedback that requires the student to
think and make a change
Learning Logs
Pre-flight checklists
Non-Examples
Grades
Stars
Final tests
Formative Assessment
Foundational Concepts
Five Key StrategiesOne Big Idea
From Theory to
Practice
Why Raising Achievement
Matters
1. Clarifying, Sharing
Learning Intentions and
Success Criteria
A Promising Practice
Foundations of PLCs/TLCs
What do we mean by
Assessment for learning
(Afl)?
Classroom Assessment
Minute by Minute, Day by Day
2. Effective Classroom
Discussions, Activities and
Learning Tasks
3.Providing Feedback that
moves learning forward
4.Self assessment
5.Peer assessment
Pulling it all together
Putting ititinto
Putting
intoPractice
Action Plan
Practice
Theory to Practice
Action Plan
Review your notes
on your action plan.
Choose one!
Who will be your
accountability partner?
Theory to Practice
Formative Assessment and Engagement
Strategies Used in this Training
1.
2.
3.
4.
5.
6.
7.
Anticipation Guide
Graphic Organizer
Video Note Taking Guide
Action Plan
Fist to Five
Accountable Talk
Quick Writes
Theory to Practice
Formative Assessment and Engagement
Strategies Used in this Training
8. Take Ten Steps
9. Jigsaw
10.Text Rendering
11.I Do, We Do, You Do
12.Random Reporter
13.Graffiti Wall
14.Gallery Walk
Theory to Practice
Formative Assessment Strategies
Used in this Training
15. Reflection Time
16. Pinch Card
17. Socratic Seminar
18. Traffic Light
19. Every student response plates/page
protectors
20. Frayer Graphic
Thank you!
“In a completely rational society, the best of us
would aspire to be teachers and the rest of us
would have to settle for less, because passing
civilization along from one generation to the
next ought to be the highest honor and
highest responsibility anyone could have.”
—Lee Iacocca
References
1. Black, P. & Wiliam, D. (1998). Inside the Black Box:
Raising Standards Through Classroom Assessment.
Phi Delta Kappan, October, 139-148.
2. Black, P., Harrison, C., Lee, C., Marshall, B. &
Wiliam, D. (2004). Working Inside the Black Box:
Assessment for Learning in the Classroom. Phi Delta
Kappan, 86
9-2
3. Leahy, S. & Wiliam, D. (2009). Embedding
Formative Assessment: A Professional Development
Pack for Schools. Specialist Schools and Academies
Trust.
4. Wiliam, D. (2011). Embedded Formative Assessment.
Bloomington, IN : Solution Tree Press.
Contact Information
DonnaIrene McKinley
Educational Consultant
dmckinley@pattan.net
412/826-6859
www.pattan.net
Commonwealth of Pennsylvania
Tom Corbett, Governor
Pennsylvania Department of Education
Ronald J. Tomalis, Secretary
Dr. Carolyn Dumaresq, Deputy Secretary
Office for Elementary and Secondary Education
John J. Tommasini, Director
Bureau of Special Education
Patricia Hozella, Assistant Director
Bureau of Special Education