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Five Applications of Formative Assessment

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Amber Tisdale

on 23 December 2014

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Transcript of Five Applications of Formative Assessment

Applications of the Formative-Assessment
Process
Immediate Instructional Adjustments
Near-Future Instructional Adjustments
Last-Chance Instructional Adjustments
Students' Learning-Tactic Adjustments
Classroom Climate Shifts
CCSS.MATH.CONTENT.3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.
Common Core Standard

Teacher collects assessment evidence, analyzes data, and determines immediate next steps in instruction.
Immediate Instructional Adjustments
Teacher will collect during lesson assessments, quizzes, exit tickets, or problem sets to determine near future instructional strategies.
Near-Future Instructional Adjustments
Teachers can design or administer a formative assessment that is comparable to a high-stakes assessment to address any misconceptions or provide meaningful instruction covering aspects they may see on the high-stakes assessment
Last-Chance Instructional Adjustments
Teacher will provide assessment feedback to students on formative assessments so that they can monitor and adjust their learning tactics.
Students' Learning-Tactics Adjustments
Teachers create a climate that all parties are responsible for the learning that takes place, that every student is expected and can succeed, and that assessments are to better determine what, when, and how we learn.
Classroom Climate Shifts
With the implementation of the Application Approach it provides teachers with options regarding the fervor with which they wish to embrace formative assessment (Popham, 2014, p. 310).
Conclusion
Popham, W.J. (2014). Classroom Assessment: What
Teachers Need to Know (7th ed.). Retrieved from
The University of Phoenix eBook Collection
database.
Reference
Five Applications of Formative Assessment
Amber Tisdale
CUR/530
December 22, 2014
Prof. Clara Peoples-Taylor

Example:
Teacher will give students a problem of 3 x 6 and have students represent the problem in groups and how many in each group on whiteboards.
Teacher can then determine whether to move on with next instructional steps or how to change current instruction if needed.
Example:
Teacher will give students an exit ticket consisting of 2-3 problems consisting of number problems i.e. 3x5, and one write to explain problem to demonstrate understanding of each number in the problem (i.e. how many groups and how many are in each group).
Teacher will then analyze data to determine what the next lesson will consist of.

Example:
Teacher may administer an assessment that is similar to the one they may receive during a high-stakes assessment.
Review content, have students recall what each number represents in a multiplication sentence, provide practice problems, and write to explain to clarify any misconceptions.
Example:
Teacher will provide assessment data to students and pose thought-provoking questions about work presented.
Ask student if there is another way that they could solve the problem.
What ways can you (student) improve?
Teacher will have student explain their thought process in solving a problem to their peer and vice versa.
Example:
Teacher will have students chart progress for learning goals using a scale model for assessment.
Students will reflect on their rating and how they can improve.
Teacher & Students will celebrate growth towards learning goals.
Application Approach Provides:
Immediate (On the Spot) Adjustments
Near-Future (Next Lesson) Adjustments
Last-Chance (Review) Adjustments
Student Learning (Individual) Adjustments
Classroom Climate Shifts (Responsibility of All)
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