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Data, Grouping, and Formative Assessment

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Thomas Hames

on 8 July 2013

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Transcript of Data, Grouping, and Formative Assessment

Effective Formative Assessments
Identify three key points regarding formative
assessment in the video. Write them down and
share with a partner when the video finishes.
Formative Assessment
Rubrics
Management
Keeping Track of the Data:

When you use formative assessments, you must keep track of the data that you collect. The easiest way to observe and assess student growth is to walk around your room with a clipboard and sticky notes. As you notice acquisition of a new skill or confusion and struggle with a skill, record the student's name and jot down a brief comment.

Consider keeping a folder for each child in which you insert any notes that you make on a daily basis. This process will help you focus on the needs of individual students when you confer with each child or develop lessons for your whole class.

Another way to keep track of the data is to use a class list. On this sheet, you can note specific skills and record how each student is doing. You can use a system of check-minus, check, and check-plus or the numbers 4, 3, 2, 1 to indicate student proficiency with the skill.
Differentiating Instruction in Response to Formative Assessments:

Thomas R. Guskey suggests that for assessments to become an integral part of the instructional process, teachers need to change their approach in three important ways. They must "1) use assessments as sources of information for both students and teachers, 2) follow assessments with high-quality corrective instruction, and 3) give students second chances to demonstrate success" (2007).

Once you have assessed your learners, you must take action. You will be able to help your students achieve success by differentiating your instruction based on the information you have gathered. Ask yourself:
Who needs my attention now?
Which students need a different approach?
Which students are not learning anything new, because I haven't challenged them?"
1. Answer these questions:

a.What is formative assessment?
b.What are some of your current formative assessment practices?


Take a minute with a shoulder partner to discuss your answer.
Feedback?
The Council of Chief State School officers (CCSSO) define formative assessment as:

"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."

Formative assessment is a process, not any particular test.
It is used not just by teachers but by both teachers and students.
Formative assessment takes place during instruction.
It provides assessment-based feedback to teachers and students.
The function of this feedback is to help teachers and students make adjustments that will improve students' achievement of intended curricular aims.
http://www.ascd.org/publications/books/108018/chapters/Formative-Assessment@-Why,-What,-and-Whether.aspx
Questioning
Oral Retellings
Think Aloud
Cloze Assessment
Maze Assessment
Reading Conferences
Graded Word Lists
One minute essay
Exit Card
Journal Entry
ABC summaries
One Sentence summary
http://www.edutopia.org/blog/grading-tips-student-feedback-heather-wolpert-gawron

http://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/activity3_2A.pdf
Formative Assessment
Key features of the SCASS definition:
How to give feedback:
Formative Assessments :
Data and Grouping
Not all students are alike
If we are going to raise achievement then we need make the right instructional decisions
Everyone has strengths, needs, preferred learning styles
keeps students from being left behind or waiting to move on
right level of challenge when students are in the teacher-led small group
Grouping is flexible; one may be low in one area but not in other areas, students grow…
Grouping is not tracking
Students may be grouped by
similar interests (for learner engagement and motivation)
similar learning styles/learning preferences (for more efficient learning)
readiness (to promote growth and achievement) –
strengths, needs
student choice
randomly

Groups are typically
3-5 students or
Pairs
* What sources of data do you have at your school?

Multiple sources of current data should be used for grouping

FCAT
Edusoft
FAIR
Achieve 3000
Reading program assessments
Formative Assessments
Standards
Demographics
Interests
Behavior/Social
Anecdotal notes
Class dynamics
1. WHY GROUP:
2. HOW TO GROUP:
3. DATA USED FOR GROUPING:
Formative Vs. Summative
http://www.cmu.edu/teaching/assessment/basics/formative-summative.html
Student Goals and Accountability
Work needs to be authentic and rigorous.
When working independently, it is important for students to have a goal to work toward and a way to monitor and track their progress.
Accountablity measures should be in place for student led stations.
Teacher station should be in a place that provides a line of sight to every other station and there shouldn’t be anything obstructing the path from the teacher station to other stations.
Menus, directions, or schedules should be posted for each station.
Rules and procedures for everything.
Materials should be at each station.
By this time all groups should be up and running.
Station activities shouldn’t be arbitrary. They should align with the whole group instruction via benchmark, unit topic, unit theme, strategy or skill.
If you change stations or add stations, norms and expectations should be reviewed and modeled for the new station.
Week 4 and Beyond
Continue modeling stations and using common rotations so teacher can give feedback on work and procedures.
Continue formative assessments.
As students become more proficient, increase number of stations.
Before students move to a station, norms and expectations should be reviewed and modeled.
When students are proficient begin phasing in teacher led stations.
Weeks 2-3:
Rules & procedures!
Assess and review data for grouping and planning (FCAT, FAIR, checklists, interviews, interest surveys, etc.).
Model expectations.
Possibly move to centers for common collaborative work.
At this point the teacher is not leading a small group, only the whole group lesson.
Week One:
1st three-four weeks there should be an intense focus on procedures.

This could make or break the class.
Management:
Further Considerations
Further Considerations
Edmodo Code: q2kbek
Full transcript