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Formative Assessment Practices

Using a balanced assessment approach to improving student motivation and achievement

Jolene Reinhart

on 15 April 2014

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Transcript of Formative Assessment Practices

How using a balanced assessment program involves students in their own learning
Formative-Assessment Practices
for Increasing Student Motivation and Success

John Hattie - "Visible Learning" focuses on the research and effect size of timely, specific, useful feedback
Black & Wiliam, "Inside the Black Box", 1998
Rick Stiggins - CASL
Based on this summary of the research, Rick Stiggins and others have promoted a balanced approach to assessment for years.
In their highly cited research, Black & Wiliam clearly point to formative assessment and quality feedback as the most effective way to motivate students to higher levels of achievement.
And now Battelle has based their FIP on the same work ~ http://www.battelleforkids.org/Services/Formative_Instructional_Practices.html?sflang=en
Why Formative-Assessment?
So, "what" is formative assessment, or FIP?
In your small group, discuss your definition and/or understanding of what formative-assessment processes look like and sound like in practice.
Understanding "why" is crucial to implementing the "what" of formative assessment.
Now, let's make a list of what formative assessment is NOT.
So, your brainstorming discussion was a 'pre-assessment' ~ what does my audience already know and understand about formative assessment. Pre-assessments are the most informative pieces of formative assessment.
Why? How does pre-assessment help me as a teacher and my students as learners?
Why assess? What's the purpose? Who will use the results to make decisions?
Formative Assessment is made up of five major components or 'keys' as Stiggins refers to them. CASL
Assess what? What are the learning targets? Are they clear? Are they good?
Assess how? (Design) What method? Sampled how? Avoid bias how?
Communicate the results? To whom? How do you report them?
How are my students involved in the process?
Question #1: Where am I going?
Strategies 1 & 2: Provide a clear and understandable vision of the learning target. Use examples of strong and weak work.
Seven Strategies & Three Questions
Question #2: Where am I now?
Strategies 3 & 4: Offer regular descriptive feedback and teach students to set goals and self-assess.
Strategies 5, 6, & 7: Design lessons to focus on one aspect of quality at a time. Teach students focused revision using the feedback you give them. Engage students in self-reflection, let them track their own learning, and share that learning.
Question #3: How can I close the gap?
K R S P Tool for Deconstructing Your Standards Statements
Defining Clear Targets as Knowledge, Reasoning, Skill, Product, or Disposition
A 2-1-1 is also something you can use as formative assessment...checking for understanding ~ 2 things you remember from today's lesson, 1 thing you know well enough to teach to another peer, and 1 question you have for tomorrow's lesson.
Next Steps Planner....
Formative assessment practices are important to the process of finding the greatness in each child.
Jolene D. Reinhart, M.S., Educ. Admin.
Springfield Local Schools, Dir of C&I

I can explain why and how formative-assessment processes help my students, especially my lowest achieving, least motivated students. I can describe what formative-assessment processes look and sound like in practice.
Our Learning Target ~ "I can" statement for today....
"Examples of Formative Assessments, West Virgina"
Click on the first link generated
A Great Resource for Ideas for Formative Assessments for your Classroom
Full transcript