Formative Assessment Flashcards
I’m excited because I get to talk about practical formative assessment strategies today.
As Doug Lemov says, “The amount and quality of writing students do in your classroom are two of the most important determinants of their academic success.”
I’m specifically concentrating on writing today because it’s so important.
I’m specifically concentrating on writing today because it’s so important.
But when we come to formatively assessing students’ writing, how do we know they’re using their writing time well?
As Doug Lemov says, “The amount and quality of writing students do in your classroom are two of the most important determinants of their academic success.”
As Doug Lemov says, “The amount and quality of writing students do in your classroom are two of the most important determinants of their academic success.”
And how do we build a culture of revision in our classrooms so that students are constantly improving their writing?
But when we come to formatively assessing students’ writing, how do we know they’re using their writing time well?
But when we come to formatively assessing students’ writing, how do we know they’re using their writing time well?
So let’s conceptualise formative assessment as having two parts: the first is gathering data on student mastery, and the second is using that data to improve students’ learning.
And how do we build a culture of revision in our classrooms so that students are constantly improving their writing?
And how do we build a culture of revision in our classrooms so that students are constantly improving their writing?
Notice that summative assessment also fits this description – the difference being these happen in the midst of teaching with formative assessment.
So let’s conceptualise formative assessment as having two parts: the first is gathering data on student mastery, and the second is using that data to improve students’ learning.
So let’s conceptualise formative assessment as having two parts: the first is gathering data on student mastery, and the second is using that data to improve students’ learning.
Let’s watch a short 1 minute video showing a teacher doing this.
Notice that summative assessment also fits this description – the difference being these happen in the midst of teaching with formative assessment.
Notice that summative assessment also fits this description – the difference being these happen in the midst of teaching with formative assessment.
As we watch I’d like you to think of what strategies she is using to quickly gather data on the fly.
Let’s watch a short 1 minute video showing a teacher doing this.
Let’s watch a short 1 minute video showing a teacher doing this.
Room layout
Roaming and checking/correcting
Positive praise with parallel encouragement – reminds all students to do what Shalimar did.
As we watch I’d like you to think of what strategies she is using to quickly gather data on the fly.
As we watch I’d like you to think of what strategies she is using to quickly gather data on the fly.
Room layout Roaming and checking/correcting
As we watch I’d like you to think of what strategies she is using to quickly gather data on the fly.
Room layout
Roaming and checking/correcting
Positive praise with parallel encouragement – reminds all students to do what Shalimar did. Worksheets (Lesson Packets) allow for quick checking and differentiation (she can target the students who need more help) – she knows exactly where to look on the page to see the students response – as opposed to if students were writing in a regular notebook for example.
Worksheets (Lesson Packets) allow for quick checking and differentiation (she can target the students who need more help) – she knows exactly where to look on the page to see the students response – as opposed to if students were writing in a regular notebook for example.
Using a worksheet packet like the handout I’ve given you is an example of standardising the visual field so that you can gather data quickly and efficiently.
So she can glance across the room for example and see how much a student has written for a particular question even.
So she can glance across the room for example and see how much a student has written for a particular question even. Let’s look at the example of a soccer coach. In the set-up on the right, the position and actions of the defenders happen in a predictable and reliable place in predictable and reliable cycles.
Using a worksheet packet like the handout I’ve given you is an example of standardising the visual field so that you can gather data quickly and efficiently.
Using a worksheet packet like the handout I’ve given you is an example of standardising the visual field so that you can gather data quickly and efficiently.
Result: a coach knows where to look for the thing he needs to see.
Let’s look at the example of a soccer coach. In the set-up on the right, the position and actions of the defenders happen in a predictable and reliable place in predictable and reliable cycles.
Let’s look at the example of a soccer coach. In the set-up on the right, the position and actions of the defenders happen in a predictable and reliable place in predictable and reliable cycles.
In the same way – the layout of the classroom and how you design writing tasks can be done in a way that facilitates quick data gathering and feedback.
Result: a coach knows where to look for the thing he needs to see.
Result: a coach knows where to look for the thing he needs to see.
So now we’re over on this side – using data to improve student learning.
In the same way – the layout of the classroom and how you design writing tasks can be done in a way that facilitates quick data gathering and feedback.
