Formative+Assessment

=A Closer Look at Formative Assessment=

Definitions
//Formative Assessment// is a process used by teachers and students as part of instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievement of core content. As assessment **FOR** learning, formative assessment proactices provide students with clear learning targets, examples and models of strong and weak work, regular descriptive feedback, and the ability to self-assess, track learning, and set goals. (Adapted from Council of Chief State School Officers, FAST SCASS)

Defining Formative and Summative Assessment Great information from the National Middle School Association on formative and summative assessment.

Purpose[[image:http://www.bradfordvts.co.uk/picsonpages/formativecharliebrown.jpg width="195" height="226" align="right"]]
The purpose of formative assessment is to improve learning, not to assign a grade.

Characteristics of Formative Assessment
Connected to learning targets Descriptive, evidence-based Embedded in learning Ongoing, continual Nurtures self-assessment Can be enhanced by structures that provide for peer assessments Supports conversations between student and teacher that involve two-way communication Leads to timely, usable feedback Results in improved understanding and learning

Resources
Strategic Teaching Strategies for Active Learning Link to the page on this wiki outlining dozens of formative assessment strategies. Download the information on the wiki as a document:

More Formative Assessment Strategies Link to a four page pdf with a dozen strategies for assessment Download pdf here:

Sample Lesson Plan Featuring Formative Assessment Strategies
Social Studies Lesson Plan Jennifer Barnett – Winterboro High School - jbarnett@tcboe.org ** Meet Learning Target ** ||  ** Planned Formative Assessment—Question, Self-Assessment, Learning-Embedded, or Peer Assessment **  ||  ** Proposed Use of Feedback ** ** by Teacher and Students ** || or ** GIST in group of two ** || Students **share** work. Teacher should **review** the most important concepts with the whole group. || 3 incidents that made the public aware that changes were needed 2 people associated with these particular problems and situations in society 1 description of the obstacles to these progressive reforms taking hold in society || As students **create** lists, teacher should **question** students to encourage deeper responses and **select** 3-2-1’s to share with whole class. //(Purposely choose 3-2-1’s of varying quality. The less quality lists will generate good whole group discussions.)// || During share time, each group should **evaluate** the 3-2-1’s quality. (Red, Yellow, Green cards: Red – lots of missing or inaccurate info; Yellow – some missing or inaccurate info; Green – excellent.) || **Post** a 3-2-1 for each topic on chart paper or board. Students should **record** the analysis of each topic. Using the 3-2-1 as a guide, **facilitate a whole group discussion** comparing the circumstances then to today’s society. //(Point out to students that the discussion information will help them answer 2nd daily learning target.)// || **Compose** a list of circumstances on sheet of paper. **Throw** across room. **Choose** a snowball and **evaluate** the list by writing //agree/disagree// beside each response. Then **write** //present/not present// to determine if that circumstance exists today or not. Throw again as time allows. Collect all snowballs. || **Use** the information on the snowballs to **draft a couple of questions** about circumstances which exist in today’s society that seem to warrant change. These questions may be an assignment for a blog discussion or homework. Have students **provide evidence** of the circumstance. ||
 * ** Course of Study Standard: 11th Grade COS 2: Describe the social and political origins, accomplishments, and limitations of Progressivism. ** ||
 * **Daily Learning Goal or Target:** Students will answer these questions: //What circumstances does today’s society have in common with the circumstances prior to the progressive era? What would it take to experience another progressive era?// ||
 * ** Knowledge/Skill Required to **
 * 1. **Summarize** the roots of the progressive era. || ** Quick Write **
 * 2. **Construct** a list of the conditions which had bearing on the need for the progressive reforms. (Groups of two on the following topics: muckrakers, government efficiency, democratic reforms, suffrage, child, health, & safety issues, and prohibition.) || ** 3-2-1 in groups of two **
 * 3. **Evaluate each group’s analysis** of society’s circumstances which made the progressive reforms necessary. || ** Color Cards for Evaluation **
 * 4. **Compose** a list of three circumstances that must exist in order for our society to experience another progressive era. **Evaluate** other student’s responses and **determine** if those circumstances are present in our society today. || ** Snowball Fight **