NC FALCON
North Carolina’s
Formative Assessment
Learning Community’s
Online Network
NCDPI Training Objective:
To assist Davidson County’s
mathematics’ teachers with the
implementation of the formative
assessment process
Today’s Agenda
Welcome
Technology Tools
Mathematical Practices
Formative Assessment Plan
Share and Discuss
Exit Activity
Formative assessment is a process
used by teachers and students during
instruction that provides feedback to
adjust ongoing teaching and learning to
improve students’ achievement of
intended instructional outcomes
(CCSSO FAST SCASS, 2006).
4 Key Words:
Process
During
F
Feedback
Students
The Formative Assessment
Process Answers:
• Where am I going?
• Where am I now?
• How do I close the gap
Review of CCSSSM Format
Ratios and Proportional
Relationships 6.RP
Domain
Understand ratio concepts and use ratio
reasoning to solve problems.
Understand the concept of a ratio and use ratio
language to describe a ratio relationship
between two quantities.
Cluster
Standard
With
additional
information
(block out
part of the
picture),
does that
help you
identify the
target?
With even
more
information
(block out
more of the
picture), does
it help you
identify the
target?
Rick Stiggins
points out that,
“Teachers and
students can
hit any target
they can see
and will hold
still.”
What is the
relationship
Rickthis
Stiggins
between
statement and
the activity you
just
participated in?
Module 2: Learning Targets and
Criteria for Success
 I can recognize clear and unclear learning
targets
 I can develop clear learning targets and
their associated criteria for success to use
in a lesson or series of lessons
Module 2: Learning Targets and
Criteria for Success
 I will write clear learning targets
 I will write criteria for success aligned to
clear learning targets
 I will analyze learning targets and criteria
for success and provide feedback to my
peers
1. Using the learning target criteria, identify
the objective that your grade level
formative assessment plan will be written.
7th Grade 7.RP 1,2,3
8th Grade 8.F 3,4,5
Algebra A-SEE 3a,b,c
2. Place on your formative assessment
template.
Formative Assessment Plan
Grade/ Subject:
OBJECTIVE: Analyze patterns of change
Learning Target
Criteria for Success
Collecting Evidence
Documenting Evidence
1.
What misconceptions do you think students might have?
2.
What will you do to address the misconceptions to move learning forward (e.g., how will you adjust
instruction, what descriptive feedback will you provide)?
Criteria for
Selecting Learning Targets
 Small and specific
 High leverage
 Teachable and learnable
 Measurable
 Answers “Where am I going?”
Clear Learning Targets
 Subparts of the objective
 One or two lessons
 Student friendly language––“I can” statements
 Misconceptions addressed
LEARNING TARGETS
Clear or Unclear?
1. Investigate chance processes and develop, use,
and evaluate probability models.
2. Differentiate between linear and nonlinear
patterns.
How to Develop Learning Targets
1. Return to the standard or objective that you want your
students to reach.
2. Identify the essential parts of each objective that you want
your students to learn. The essential parts are learning
targets.
• facts, concepts, skills
• questions, learning experiences, collecting and
documenting evidence of learning
3. List learning target by priority.
4. What are the misconception(s)?
Identifying the type of Learning
in Targets
1. Facts
• Questions
• Learning experiences
2. Concepts
• Questions
• Learning experiences/assessments
3. Skills
• Questions
• Learning experiences/assessments
Types of Learning Targets
Type
Facts
1.
2.
3.
Concepts
1.
2.
3.
Skills
1.
2.
3.
Questions
Learning
Experiences/Assessment
(Verbs)
Formative Assessment Plan
Grade/ Subject:
Analyze patterns of change.
OBJECTIVE:
Learning Target
Criteria for Success
Collecting Evidence
I can differentiate
between linear and
nonlinear patterns
of change to include
quadratic and
exponential
patterns of change.
1.
What misconceptions do you think students might have?
2.
What will you do to address the misconceptions to move learning forward (e.g., how will you adjust instruction, what descriptive feedback will you provide)?
Documenting Evidence
Share Your
Work
Analyzing Evidence
• Identifies where students are in
their learning.
• Prescribes how teaching can be
differentiated to move learning
forward
Types of Feedback
• Evaluative
– Summative
– Evaluates behavior or product
– Conveys a judgment, letter grades, numerical grades,
symbols, words or nondescript phrases
• Descriptive
– Prvided to students during learning
– Oral or written
• Sticky notes or comment markers
– One-on-one, small or large groups, student’s peers
Descriptive Feedback
• Gives students an understanding of where
students are in learning the target
• Gives students what they need to do to
move forward in their learning
• Where am I now? and How do I close the
gap?
Descriptive Feedback
• Generally given by the teacher
• Appears to be about the work relative to
the learning target(s) and criteria for
success
• Show where the work is right or wrong and
why
• Can be used by the student to improve
and move forward in his/her learning
Analyze Evidence and Provide
Descriptive Feedback
• Provide feedback to another grade level
• Identify where grade level is with skill in
writing learning targets
• Use stick note to provide feedback that is
clear and in terms of the criteria for writing
learning targets
Defining Criteria for Success
 Identify the expected learning outcomes of the
learning target
 Ensure the success criteria provide an
understanding of what quality work looks like
 Write each expected learning outcome as an “I will”
statement
“Students who can identify what they
are learning significantly outscore
those who cannot.”
– Robert Marzano
Formative Assessment Plan
Grade/ Subject:
Analyze patterns of change.
OBJECTIVE:
Learning Target
I can differentiate
between linear and
nonlinear patterns
of change to include
quadratic and
exponential
patterns of change.
Criteria for Success
Collecting Evidence
I will create a graph
to show the
relationship between
independent and
dependent variables.
I will use tables,
graphs, and
words to express
relationships
between
independent and
dependent
variables.
1.
What misconceptions do you think students might have?
2.
What will you do to address the misconceptions to move learning forward (e.g., how will you adjust instruction, what descriptive feedback will you provide)?
Documenting Evidence
Formative Assessment Template
For at least 1 of your learning targets:
– Identify and place at least 2 of your criteria
for success on your formative assessment
template
– Use the collecting and documenting
evidence document to identify at least 2
was of collecting and documenting
evidence (also consider technology)
Corrective Instruction
• Follows learning experiences/assessments
• Remedies learning errors the learning experience/assessment
identifies
• Presents concepts in new ways
• Extends and strengthens initial plan in lesson
• During class and under teacher supervision
• Allows students a second chance
Share Your
Work
Assignment:
 Select a recorder for the group
 Place your FA plan on chart paper
 Post your chart on the wall
 Use sticky notes to provide descriptive
feedback for the plan (remember to base on
criteria and alignment)
Teachers who develop useful
assessments, provide corrective
instruction, and give students
second chances to demonstrate
success can improve their
instruction and help students
learn.
-Thomas Guskey
Contact Information
Dr. Frances Harris-Burke
Frances.HarrisBurke@dpi.nc.gov
Mary H. Russell
Mary.Russell@dpi.nc.gov
Challenges
Use the note cards and
 Record challenges teachers may have in
writing clear learning targets and criteria
for success
and
 Record possible solutions to these
challenges
*As you exit, please leave note cards on your table.