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FORMATIVE ASSESSMENT
DYLAN WILIAM &
SIOBHAN LEAHY
Elementary
Wildwood Elementary
Glenn Malone
#3
Selma
Baseball/Summer
#4
YOUR FACILITATORS
Beth Simpson
Juhi Bhatia
Kathy Horton-Schmidt
Kris Diamond
Michele Bledsoe
Learning with the expert, Dylan Wiliam!
Group Norms
Honor Time
Be Prepared to share and talk
Assume positive intent
Be kinder than necessary
Be professional
Follow the three universal rules for success
Mixed Group Success
Learning Intentions
Educators understand the need and support for the use of formative assessment
processes in instructional and professional settings.
Educators recognize and use measurable learning intentions and success criteria in
both instructional and professional settings.
Blog
Please log onto a Blog: http://psdbookstudy.blogspot.com/
Format:
Introduction
Starter Activity
Feedback
Summary of Learning
Starter Activity
True or False Statement Sorting
The purpose of this activity to engage in discussion and critical analysis of statements
from Chapter 1 in order to increase our understanding of what formative assessment is.
Materials:
envelopes
groups of 2 or 3
Directions: Read each statement and decide if it is true or false. Feel free to use the
book as a reference. All statements can be evaluated from reading pages 5 - 12. Decide
what makes each statement true or false.
Time:
10 minutes
Feedback continued..
These statements are false:
It is correct to use the phrase: formative assessments. FALSE - page 5 paragraph 4; page 6
paragraph 5
There is one common definition of formative assessment. FALSE page 5 paragraphs 1 and 2, page
6 paragraph 6
In order to implement it correctly, it is vital that everyone agrees to the definition of formative
assessment. FALSE page 5 paragraph 2
Formative assessment requires specific curriculum to implement. FALSE page 9 paragraph 1
Students always learn what the teacher intends with a lesson. FALSE page 9 paragraph 1
Feedback continued
These statements could be true or false:
An exit ticket is an example of a formative assessment. TRUE and FALSE, DEPENDS ON
HOW IT IS USED page 7 #3
Common formative assessments, for example in math, are an example of formative
assessment. TRUE and FALSE, DEPENDS ON HOW IT IS USED page 7 #1
Speed Dating
Find a group of 3-4
Read over the question or quote
Everyone take an opportunity to
share your thinking.
After two minutes and the timer is
complete find a new group.
Date 1
Policy makers behave rather like desperate hitters who come up to the
plate and try to hit a home run off every pitch. The result is, of course, a
lot of strikeouts. What we need instead is small ball: get walked to
first, steal second, get bunted to third, and score on a sacrifice fly.
(p. 13)
Nothing has promised so much and has been so frustratingly wasteful
as the thousands of workshops and conferences that led to no
significant change in practice when teachers returned to their
classrooms (Fullan & Stiegelbauer, 1991, p.315)
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End
Date 2
What is not given enough thought is how to support teachers in making
the changes to their practices when they return to their classrooms the
process of teacher change. (Pg 14)
Discuss the importance of the five key process components: choice,
flexibility, small steps, accountability and support; and how these
components support teacher change. (pp 14-21)
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End
Date 3
Weight Watchers ought to be the least successful organization on the
planet, because everyone who wants to lose weight knows what to do:
eat less and exercise more. But Weight Watchers realizes that it is not
in the knowledge-giving business; it is in the habit-changing business.
People who want to lose weight know what they need to do. What they
need are structures and supports that help them do what they want to
do. (p. 19)
Discuss the importance of this example and how it relates to teaching and
learning.
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End
Take-Away
What is needed is a way of allowing teachers flexibility, while at the
same time constraining the use of that flexibility so that modifications to the
original ideas do not unduly weaken their effectiveness. This is why it is so
important make the distinction between strategies of classroom
formative assessment on the one hand and techniques that can be used
to enact these strategies in classroom on the other. By anchoring the
techniques to (at least) one of the five key strategies, we provide a means
by which you can modify the techniques but still provide a reasonable
assurance of fidelity to the original research. Therefore you have a
reasonable guarantee that the techniques will be effective in increasing
student achievement. (p. 16)
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End
Sometimes you should not set a learning intention at the start of the lesson.
Keep the context of learning out of the learning intention.
Start with samples of work rather than rubrics, to communicate quality.
Use big ideas, learning progression, and staging posts.
If the only things our students can do are what we have taught them to do, they cant do
very much at all, because those exact circumstances are unlikely ever to arise again.
The only useful learning is that which the student can apply beyond the context of the
learning. (p32)
In other words, we think that differentiation should take place in terms of the success
criteria rather than the learning intentions. (p36)
Success Criteria
Principals recognize and use measurable learning intentions and success criteria in both
instructional and professional settings.
Educators apply formative assessment processes in instructional and professional
settings.
Summary of Learning
Please log onto a Blog: http://psdbookstudy.blogspot.com/
By the next session please answer the following questions.
I want to find out more about
I was particularly interested in
Look into your professional development or teacher classrooms for learning
intentions & success criteria. Post your observations and thoughts related to to this
idea.