Download The Tuning Protocol Duplin County Schools

Using Formative Assessment
to Support Student Learning
How to Develop a Learning
Target
• Determine your Standard or Objective.
• Identify the essential part(s) of each objective
that you want your students to learn—these are
your targets.
• Design a strong performance of understanding—
these are thinking skills and applying new
knowledge
• Write the learning targets in language students
can understand.
• Students should be able to use I can
statements.
Criteria for Success
• The criteria for success focuses on
what students will be doing during the
learning process.
• The criteria for success provides an
understanding of what quality work
should look like.
• The learning targets should be met
after achieving the criteria for success.
Impact for Student
• Provides appropriate focus Criteria while
engaged in the task.
• Criteria can provide a focus for selfassessment and self-monitoring.
• Criteria form the feedback criteria for
peer evaluation.
• Helps students develop a sense of what
is and what is not important.
Pyramid of Assessment
Summative District
and State Assessments
(e.g. aggregated, disaggregated,
strand, objective, item, etc. )
Benchmark(Annually)
Common Assessments
(e.g. end-of-unit, ClassScape test, Elements
Software, Practice Mastery, etc)
(Quarterly or by unit)
Formative Common Assessments
(e.g. math problem of the week, departmental quiz, writing
samples, science journals, etc.)
(1-4 times per month)
Formative Classroom Assessment for Learning
(e.g. student self-assessments, descriptive feedback, selected response, written
response, personal communications, performance assessments, warmup problems,
checks for understanding - Red/Yellow/Green Cups, Fist to Five, Thumbs Up/Down)
(Daily-Weekly)
Categorize Assessments
• Work in groups of four.
• Each group will be given a Categorizing
Assessment sheet and a Ziploc bag.
• Layout the strips that are in the Ziploc bag
and decide three categories you can sort
the strips into.
• Work as a group to sort the assessment
strips into the three categories.
Assessment Activity Answers
Formative
Benchmark/Common
Formative
Assessments
Summative
Un-graded classwork/homework
9 Weeks quarterly assessments
Technology test
Teacher observations
Graded role play
English language proficiency
test
Descriptive feedback
Mid-Term assessments
NC End of Couse tests
Discussions
Vocabulary quiz
Writing test
Learning activities
Teacher or textbook quizzes
NC End of Grade test
Questioning
End of unit test
Student reflections/journals
Group history report
Interviews
Teacher-student conference
Read Article
• Read article Formative and Summative
Assessments in the Classroom.
• Select for your group a facilitator and
reporter.
• Use the Four “A”s Text Protocol with your
group to discuss the article.
• The reporter should be prepared to share
your thoughts on Formative Assessment
Formative Assessment Techniques
• Work in your groups and review the
Formative Assessment Techniques and
Test Item Types.
• Your group is to list four additional
Formative Assessment techniques or
strategies.
• Be prepared to share your four strategies.
Collecting and Documenting
Evidence
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Mental Notes
Matrix
Exit Ticket
Student Think Aloud
Warm-Up
Homework/Classwork
Journal Writing
Interactive Notebooks
Formative Assessment Plan
Grade/ Subject: High School/Physical Science
OBJECTIVE: 4.02 Investigate and analyze direct current electrical circuits: Ohm's law, series circuits, parallel circuits. (NC SCS, 2004)
Learning Target
Criteria for Success
Collecting Evidence
I can create a simple closed circuit using
6-Volt battery conductors, light bulbs, and
circuit boards
I will connect the circuits so that the light
bulb will be lit when the switch is turned on.
I will explain to my partner the electron path.
I will trace the electron path of the circuit.
Observe students working in pairs to determine
if the circuits are accurately built and light is
burning. Watch students as they trace the
electron path of the circuit. Listen as the
students explain the the path of the circuit.
I will make sure the current only has one
path. I will explain to my partner the electron
path. I will trace the electron path of the
circuit.
Same as above
I will make sure the current has more than
one path.
Same as above
I will use Ohm’s Law to determine the
resistance of the light bulb.
Question students about measurements. How
happens to the amps when a series circuit is
used and a parallel circuit is used compared to
a simple circuit?
I can create a series circuit using two
bulbs in a series
I can create a parallel circuit
I can measure voltage and amperage of
simple, series and parallel circuits and
then compare and contrast each.
Documenting Evidence
Initial student’s interactive notebooks
when the student demonstrates each
component of the criteria.
Same as above
Same as a above
Listen as students answer the questions in
oral and written form.
1.
What misconceptions do you think students might have?
1.
What will you do to address the misconceptions to move learning forward (e.g., how will you adjust instruction, what descriptive feedback will you provide)?
Watch Two Video Clips
VIDEO LINKS FOR COLLECTING AND DOCUMENTING DATA
Elementary Example
https://center.ncsu.edu/nc/mod/resource/view.php?id=12341
High School Example
https://center.ncsu.edu/nc/mod/resource/view.php?id=12351
Questions?