This is a place we can have conversations when it is impossible to meet
in person for our Tuesday COP meetings. For instance, next Tuesday, I
have an all-day ODE meeting, so I propose we all complete Module 1,
Introduction to Formative Assessment Practices, on our own, by that
date. By the weekend, I will post a prompt or question on the blog
related to this Module. Then, I hope that during the week folowing Oct.
30, you all will check the blog and respond to comments you find there.
As you would tell your students, be thoughtful, ask questions, relate
classroom experiences related to the topic, etc. You can find the
Modules at the Battelle site described on pp. 22-23 in your FAMS
Handbook. Our blog is at
Thank you! Cher
Drat. I KNOW I posted to the blog last Friday, but when I checked today, nothing was there!
ReplyDeleteI hope by now you have at least completed Segment 1 of Module 1. There are lots of definitions, research data, and frameworks to cover. To start a conversation, I'd like you to think about the formative assessments you use in your classroom, and then describe a time when you gave feedback that clearly improved learning. I know your colleagues will be eager to know what worked for you.
On Friday, we can discuss Segment 2 of Module 1. I will post a prompt OR any of you can begin a conversation with a question or comment of your own.
Thanks, Cher
I try to give feedback on a daily basis, whether it is help on an exit question, a CPS question, or an activity that we are doing in class. The best kind of feedback I think I give is when I level the feedback. For example, on Friday I gave a 5 question mini quiz (formative). Because it is so difficult to get around to everyone to give feedback, those who got 4-5 right were to pick up "red" - an enrichment activity with all OGT extended response questions. Those who got 2-3 first were helped to correct the ones they got wrong, then picked up "yellow" - an activity of OAA extended response items with hints and step by step help. I focused most of my attention 0-1 right by going over the problems with them, looking at how they did them, and giving feedback to correct misconceptions. They then got "green" - an intervention activity walking them through each problem.
ReplyDeleteThanks, Amanda. Your FA allows you to assess where students are in their understandings and then differentiate their practice and the feedback you give.
ReplyDeleteIt will be super when everyone posts a description of a FA they use so that we can "share the wealth" about "minding the gap!"
I use formative assessment with the CPS units. I find that immediate feedback is helpful for me and students to reteach during instructional time. This really can drive my instruction. I assign some practice/homework for them to do their own. The next day, we peer edit their work. This gives the opportunity for all students to see some good and bad examples. I know I have to be careful on HOW I USE their homework. If I don't change my instruction based on the results, I know this is not formative. In class work is helpful, b/c I can walk around to give students feedback. I do not like to assign a lot of take home work b/c I can't tell who may be doing the work.
ReplyDeleteMy area of weakness is how to enrich and take multiple samples of students work before moving on to the next learning target. I need to record my data effectively. I have used the "gradebook" to document their work, but I would like to go back to 0% formative and 100% summative. The math dept. is 10 % F and 90% S. This is a learned skill by students and teachers. The culture of self-assessing and knowing even though something doesn't count as a grade, doesn't mean that it isn't important to your learning.
I use formative assessment on a daily basis. For instance, when teaching a physical skill like volleyball passing or serving, students are grouped in teams. The "coach" leads the team in the drills that I prescribe. That gives me an opportunity to assess each students' skill level.The team members give peer feedback to help improve the skill. As I am walking around I give each student a score(1,2,3) on my spreadsheet. I then divide the class into new groups. Those that have mastered the skill(3's) are given a more advanced skill to practice. I review the skill with the 2's and they are given additional practice. I work with the 1"s individually.
ReplyDeleteJulie, I have been thinking about the 100/0 thing versus the 90/10 thing and I think I agree with you now. I go back and forth on it, but I really think I could keep a better record of formatives when they are not worth anything in the gradebook. I was even thinking about 90 summative, 0 formative and a 10 percent participation grade so that students are getting credit for the work they complete in class and the effort that they put in.
ReplyDeleteAmanda, I like the participation 10 idea! Since TRUE formative should be 0 and summative be 100. I don't know if I will implement this now or wait to do so...great idea!
ReplyDeleteI was in Carmen's class one day while her students were doing a formative assessment of vocabulary. While Carmen's FAs count 0% in her gradebook (correct me, Carmen, if I'm wrong), her students told me that they see the connection between FA and SA--if their FAs are poor, their SAs are usually poor also, and vice versa. So, they understand that formative assessment shows where they are in their ongoing learning/practicing and can be predictive of their achievement on a SA if they do not practice and put time and effort into their learning. This is really empowering for students and puts the ball in their court. Cher
ReplyDeleteI was at 90/10, but now I am at 100/0. I guess after going to the conference, I feel formative assessments should be instructional, and not count against a student while they are learning. After going through Module 1, I am wondering if my feedback to students is descriptive or evaluative. I guess I need a clearer understanding of the two. I try to always say something positive about a student's writing because it is a personal piece of work, but I also let them know what they can improve - skills that we are implementing - because that is what 7th grade is focusing on in that writing. Help!?
ReplyDeleteSo, y'all, what do you think?
ReplyDeleteCher
I think the best part of Module 1 was when it said that students need to think about these three questions: Where Am I? Where Am I Going? How Can I Close the Gap? I have this written on my board and constantly remind students of this. Too often I feel like I'm going way too far out of my way for students to get it. This reminds me that students need to be involved in the process and in charge of their own learning process.
ReplyDeleteI also know that formative work that really works for me is providing clear, descriptive feedback for writing. During formative instruction on writing, I don't give a grade. Each student tells me where he or she feels weak. From that, we conference on how to improve and the student then has the chance to do it again. This gives us a starting point and really tailors the work for each student.
To answer Cyndi's question, I believe that descriptive feedback allows students to understand where they are in the learning process and how to improve. Evaluative feedback is almost feedback that pretty much gives a grade not allowing students a chance to improve. I could be wrong.
I am still using 90/10 grading scale. I understand that formative assessment is part of the learning process, and that students should be penalized during the learning process if they are in fact struggling. What if the student is doing well and is "getting it", what is wrong with them getting credit for that?
ReplyDeleteI am also interested in getting more information on types of feedback. I guess that's what I have thought of when giving a formative grade, not that that is the only piece of feedback, but one type. In Module 1, there is talk about feedback, but then at the conference (I think that's where I heard this) that giving a "Great Job" on a paper isn't helpful. I think of the "Great Job" as feedback. More examples of this would be beneficial.
I recently checked over a formative assessment. After checking over, I placed a green dot on the papers that were the highest, yellow on the papers of students who were mid-range, and red on the lowest scores. I didn't let students know what those dots meant, but asked students to be honest and think about how well they prepared for the assessment ahead of time, by completing the class work and how well they had done on the class work. This classwork all led up to the formative assessment. I then explained how generally the students that had prepared and did the groundwork, performed higher on the formative and probably got a green dot. Most students agreed by nods of acknowledgement.
I review any classwork I give students and put it in the gradebook as the name of the assignment. My formatives tend to be in the format of a quiz using the CPS and I will put that it is a 'formative quiz' in the gradebook. Math is 90/10 in my class, but they are always allowed to make corrections and resubmit. History is 100/0.
ReplyDeleteFrom the results I will either reteach the entire lesson or I will split the kids into 2 or 3 groups based on the formative. For math, I often use the reteach activity that is more directed for the students performing lower and use the word problems or challenge for the students performing higher. If I have something for them to physically create I will have that as well. If formative scores are mixed in history, I will sign out those students during climbertime.
I thought Module 1 was repetative of the inservices we've had in the past, but it was GOOD to hear it again. I continue to try to use formative instructional practice. I really like the idea of students doing some type of self evaluation (especially the red, green, and yellow tags Jenny mentioned) We are also trying the A, B, C, labeling mentioned in the Margaret Heritage videos.
ReplyDelete