Dylan Wiliam – Formative Assessment – The Masterplan The first of a series of notes / reflections on sessions at the 2010 SSAT National Conference. Bio Dylan Wiliam has the grand title of ‘Emeritus Professor of Educational Assessment‘ at the Institute of Education in London. He is a former Maths teacher and co-author of the book “Inside the Black Box“. He is a world renowned expert on assessment for learning, and was recently to be seen on BBC television in The Classroom Experiment. My Notes On learning environments & the role of the teacher: Teachers do not create learning. On intelligence & environment: Intelligence is partly inherited. On flow: Flow = match between challenge and capability. On assessment: Pre tests. 5 key strategies in teaching: On feedback & questioning: Middle class kids ‘get the code’, working class are no less intelligent just don’t get what we want. Plan questions carefully to elicit understanding, not incorrect methods that are resulting in right answers. Wait time for questioning. Key points: Cause thinking.
Educational Leadership:Effective Grading Practices:Grade Inflation: Killing with Kindness? In the 1880s, Harvard University adopted a new approach to evaluating student work that would sweep the United States and become as integral a part of the education landscape as blackboards, number 2 pencils, and yellow buses: the letter grade. Just one decade later, though, some Harvard professors were already grousing that "in the present practice Grades A and B are sometimes given too readily—Grade A for work of no very high merit, and Grade B for work not far above mediocrity" (Lewis, 2006, p. 115). They fretted that if the outside world knew what kind of "sham work" passed for high marks at the venerable institution, Harvard's degree would be "seriously cheapened" (p. 115). Hand-wringing about grade inflation has continued ever since. Not Your Parents' A? Recent data have a new generation of critics worrying that today's high school grades may not be what they once were: Are Concerns Overblown? Why Does It Occur? Should We Care? References Bursuck, W., Polloway, E. Lewis, H. Twenge, J.
Classroom Assessment | Basic Concepts - Nightly A. Formative vs. Summative Assessments Classroom assessments can include a wide range of options -- from recording anecdotal notes while observing a student to administering standardized tests. The options can be roughly divided into two categories -- formative assessments and summative assessments. Formative assessments are on-going assessments, reviews, and observations in a classroom. Summative assessments are typically used to evaluate the effectiveness of instructional programs and services at the end of an academic year or at a pre-determined time. The following table highlights some formative and summative assessments that are common in K12 schools.
Free Reading Comprehension Practice Test Questions 1 through 7 refer to the following passage: In the 16th century, an age of great marine and terrestrial exploration, Ferdinand Magellan led the first expedition to sail around the world. As a young Portuguese noble, he served the king of Portugal, but he became involved in the quagmire of political intrigue at court and lost the king's favor. A papal decree of 1493 had assigned all land in the New World west of 50 degrees W longitude to Spain and all the land east of that line to Portugal. One ship deserted while in this passage and returned to Spain, so fewer sailors were privileged to gaze at that first panorama of the Pacific Ocean. Later, Magellan became involved in an insular conflict in the Philippines and was killed in a tribal battle. 1. A. cosmic B. land C. mental D. common man E. 2. A. entanglement B. discussion C. negotiation D. problem E. 3. A. north and south B. crosswise C. easterly D. south east E. north and west 4. 5. 6. A. 7. 8. 9. 10. 11. A. 13.
What Are Formative Assessments and Why Should We Use Them? | Scholastic.com - Nightly "Informative assessment isn't an end in itself, but the beginning of better instruction." —Carol Ann Tomlinson Traditionally, we have used assessments to measure how much our students have learned up to a particular point in time. This is called "assessment of learning" — or what we use to see whether our students are meeting standards set by the state, the district, or the classroom teacher. Since formative assessments are considered part of the learning, they need not be graded as summative assessments (end-of-unit exams or quarterlies, for example) are. When I work with teachers during staff development, they often tell me they don't have time to assess students along the way. Formative assessments, however, do not have to take an inordinate amount of time. Using a Variety of Formative Assessments The National Forum on Assessment (1995) suggests that assessment systems include opportunities for both individual and group work. Types of Assessment Strategies Exit Cards Thomas R.
Reading Passages | Sample Reading Questions: Passage 5 Click on the letter choices to determine if you have the correct answer and for question explanations. An actual ACT Reading Test contains 40 questions to be answered in 35 minutes. DIRECTIONS: There are several passages in this test. Each passage is accompanied by several questions. Passage V LITERARY NARRATIVE: Passage A is adapted from the essay “In Orbit” by Brenda Miller (©2011 by Brenda Miller). Passage A by Brenda Miller July 20, 1969: I’m running in a wide circle at the far end of the cul-de-sac, around and around until I settle in the dust under a thorny bush, but then my name floats into the game, calling me back as dusk 5 descends on the neighborhood. Somehow we’re going to see it. Everyone is sitting quiet, watching, forks in midair—I can see the profile of my father’s jaw, my 30 mother’s small shoulders—and just at that moment, I decide to clank my fork on the edge of my plate, to make a loud noise that will penetrate the vast silence in which this man now moves. Correct!
The concept of formative assessment. Boston, Carol - Nightly Carol Boston ERIC Clearinghouse on Assessment and Evaluation University of Maryland, College Park While many educators are highly focused on state tests, it is important to consider that over the course of a year, teachers can build in many opportunities to assess how students are learning and then use this information to make beneficial changes in instruction. This diagnostic use of assessment to provide feedback to teachers and students over the course of instruction is called formative assessment. It stands in contrast to summative assessment, which generally takes place after a period of instruction and requires making a judgment about the learning that has occurred (e.g., by grading or scoring a test or paper). This article addresses the benefits of formative assessment and provides examples and resources to support its implementation. Purpose and Benefits of Formative Assessment Examples of Formative Assessment Teachers might also assess students' understanding in the following ways:
Formative Assessments "If you can both listen to children and accept their answers not as things to just be judged right or wrong but as pieces of information which may reveal what the child is thinking, you will have taken a giant step toward becoming a master teacher, rather than merely a disseminator of information." -Easley & Zwoyer, 1975 Proof Points Black and William (1998), two leading authorities on the importance of teachers maintaining a practice of on-going formative assessment, defined it as, “all those activities undertaken by teachers, and by the students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged.” Formative assessment encompasses a variety of strategies to determine student progress toward achieving specified learning goals. The strategies for investigating student learning identified below provide different types of data from and about students. How Do I Know What I Know? Is That a Fact?
Why Formative Assessments Matter Summative assessments, or high stakes tests and projects, are what the eagle eye of our profession is fixated on right now, so teachers often find themselves in the tough position of racing, racing, racing through curriculum. But what about informal or formative assessments? Are we putting enough effort into these? What Are They? Informal, or formative assessments are about checking for understanding in an effective way in order to guide instruction. What this means is that if we are about getting to the end, we may lose our audience, the students. We are all guilty of this one -- the ultimate teacher copout: "Are there any questions, students?" Ever assign the big project, test, or report at the end of a unit and find yourself shocked with the results, and not in a good way? To Inform, Not Punish Believe me, I've been there: wanting to punish the lazy, the cocky, the nonchalant. If you feel tempted to do this, just say no; it's a mistake. When and How? Exit Slips Student Checklist