Targets, Achievement and Data, Oh My! Using Formative Assessment to Improve Student Achievement in CTE Muskegon Area Career Tech Center Annlyn McKenzie – English Consultant Marshall Lystra – Automotive Technology Instructor Kathy Andrews – Health Science Academy Instructor Jennifer Glombowski – Environmental &Veterinary Sciences Instructor FAME: Formative Assessment for Michigan Educators Goal: Working collaboratively educators will learn, implement, and reflect on the formative assessment process to guide student learning and teachers’ instructional practices. How Does FAME Define the Formative Assessment Process? “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 SCASS FAST Project, 2007) Shared Responsibility Formative Assessment in Teacher’s Hands • Who is and is not understanding the lesson? • What are the student’s strengths and needs? • What misconceptions do I need to address? • What feedback should I give students? • What adjustments should I make to instruction • How should I group students? • What differentiation do I need to prepare? Formative Assessment in the Students’ Hands • Student as decision maker: • • • • Where are you trying to go? Where are you now? How can you get there? Metacognition Making Learning Targets Clear to Students • Share the Learning Target with Students • Use Language Students Understand • Introduce Students to the Language and Concepts of the Rubrics You Use Rubric Alignment and Success Criteria Learning Goals Assessment Qualities Automotive Technology Class Learning Targets for Root Lesson • I can explain the purpose of the root. • I can identify the anatomy of the root. • I can explain the anatomy of the root. Instructor Examples of Learning Targets Before the Lesson Writing Student –Friendly Learning Targets • Using 2 sticky notes, write one learning target on each that would be appropriate for your unit • Place sticky notes in center of table and share your targets • What do you notice? Turn and Talk • How will you use learning targets with your students? • How will you know when student achieve these learning targets? Evidence • Triangulation of Data Products Observations Conferences Quiz Food Lab Customer Service Essay Oral presentations Writing Conference WNB Drawing Verbal Explanation Progress Notes Treatment Session Peer Review Performance Evaluation Tire Rotation Job Sheet Strategies Give students the opportunities to gain deeper understanding and maximize learning Activate Prior Knowledge Goal Setting Feedback Use Self Assessment Peer Assessment Tools • Students interact with tools to demonstrate thinking in deeper ways • Tools correspond to formative assessment strategies used in the classroom Tools Linked to Strategies and Purpose Formative Assessment Strategy Formative Assessment Tool Purpose of Tool Self-Assessment Ticket Out the Door Given a prompt, question, or topic, student think about their thinking Setting Goals Goal Proof Box Students generate a goal, linked to learning targets, and collect “proof” over time Activating Prior Knowledge Concept Map Given a prompt, such as “What do I already know about (blank)”? students construct a map of their prior knowledge Self-Assessment Socrative.com • • • • Excellent Formative Assessment Tool Teacher/Student Friendly Cell Phone/Laptop Quick Assessments or Ticket Out the Door Self-Assessment Kahoot Self-Assessment Student Goal Setting Using Survey Monkey Jig Saw Activity for Activating Prior Knowledge or Review • Groups of 4 are assigned 1 topic or concept • Group writes info on chart paper • Place chart paper on classroom wall • Leave an “Expert” at each station • Rotate groups around to review topics • Check for understanding • Emotionally “safe” activity Feedback • Automotive Service Technology • Job sheets • Health Science Academy • 3-2-1 • FAME Feedback slips • Environmental & Veterinary Science • Kahoot • Test Response GROWTH Before FAME After FAME • Limited Writing and Analysis • Lack of Problem Solving Skills • Teacher Initiated Learning • Objective Driven • One and Done Testing • Strictly Procedural • • • • Writing to Learn Self-Analysis Resourceful Increased Personal Responsibility for Learning • Learning Targets • Continuous Assessment • Multi-Dimensional 13/14 School Year Approximate time spent in classroom on each unit Approximate time spent on “real world” jobs related to each unit E B EP SS ER E SS EP HVAC ER AT HVAC MT MT B AT 14/15 School Year Approximate time spent in classroom on each unit Approximate time spent in shop on each unit using “Task Sheets” SS SS E E EP EP ER ER HVAC B AT HVAC MT AT B MT Customer Jobs (As of Jan 1st each year) 300 250 200 Number of outside jobs 150 Number of "mock-up" jobs 100 50 0 13/14SY 14/15SY % of Students Who Passed MLR Certification % Passing 80% 70% 60% 50% 40% % Passing 30% 20% 10% 0% 13/14 SY Tested in April 14/15 SY Tested in January Average Test Result Scores per unit 80.00% 70.00% 60.00% 50.00% Spring 14' 40.00% Winter 15' 30.00% 20.00% 10.00% 0.00% MLR ER AT MT SS B E HVAC EP Sup Resources Kathy Andrews - Weebly www.mactchealthscienceacademy.weebly.com Contact information located on the Home Page See FAME Tab for access of all handouts and PowerPoint presentation Contact Us Marshall Lystra, MACTC mlystra@muskegonisd.org • 231-767-3684 • Jennifer Glombowski, MACTC jglombowski@muskegonisd.org • 231-767-3670 • Annlyn McKenzie, MACTC amckenzi@muskegonisd.org • 231-767-3616