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