How Policy Makers Can Support Formative Assessment for Formative - PowerPoint PPT Presentation

How Policy Makers Can Support Formative Assessment for Formative Assessment for Deeper Learning Robert Linquanti WestEd Formative Assessment for Deeper Learning of College ‐ and Career ‐ Readiness Standards: Exploring Educator Practices and State p g Policies Needed to Get There CCSSO National Conference on Student A Assessment 6/24/2015 San Diego, CA t 6/24/2015 S Di CA We stE We stE d.o rg d.o rg

How Can Policy Makers Support Formative Assessment? 1. Teacher professional learning Teacher professional learning 1 2. Teacher recruitment and induction 3. Teacher & administrator evaluation systems 4. Educator assessment literacy (Heritage, Walqui, & Linquanti, 2013, 2015; Linquanti, 2014; Santos, Darling- Hammond, & Cheuk, 2012) We stE d.o rg 2

1. Ensure teacher professional learning models formative assessment practices  Update state professional learning standards for teachers and administrators  Strengthen local support & engagement structures structures  Problems of practice  Learning trajectories, coaching & feedback, reflection  Learning trajectories, coaching & feedback, reflection  Apprenticeship in FA process (Linquanti 2014; Heritage Walqui & Linquanti 2013; Santos Darling-Hammond & (Linquanti, 2014; Heritage, Walqui, & Linquanti, 2013; Santos, Darling Hammond, & Cheuk, 2012) We stE d.o rg 3

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2. Align teacher preparation, credentialing, and induction to strengthen FA in new teachers  Incorporate FA practices in teacher prep, credentialing induction / admin credentialing credentialing, induction / admin. credentialing  Recruit from IHEs that develop FA capacity   Incentivize and support pre ‐ service clinical d l l experiences, mentorship ( (Linquanti, 2014; Heritage, Walqui, & Linquanti, 2013; Santos, Darling-Hammond, & q , ; g , q , q , ; , g , Cheuk, 2012) We stE d.o rg 7

Leading Deep Conversations in Conversations in Collaborative Inquiry Groups p Tamara H. Nelson, Angie Deuel, David Slavit and Anne Kennedy David Slavit, and Anne Kennedy We stE d.o rg

3. Build teacher evaluation systems that value & model FA for teachers & students  Incorporate FA practices into standards, indicators  Support multiple observations by trained peers with actionable feedback & self ‐ reflection  Use student perception surveys reflecting theory of instruction, probing experience of teacher expectations, support, feedback t ti t f db k (Measures of Effective Teaching (MET) Project, 2012, 2013; Linquanti, 2014; H Heritage, Walqui, & Linquanti, 2013, 2015) it W l i & Li ti 2013 2015) We stE d.o rg

(MET Project, 2014) We stE d.o rg

(ME T Pro je c t, 2012) We stE d.o rg

(ME T Proje c t, 2012) We stE d.o rg

Students’ perceptions and feedback matter 1. I usually have a pretty good idea about what I am expected to learn in this class. 2. When I’m asked to learn something new in this class, even if it’s difficult, I know I can learn it. 3 3. Typically, I don t have a very good idea if I am making enough progress in this Typically I don’t have a very good idea if I am making enough progress in this class. 4. I’m really excited about learning new things in this class. 5. I often don’t have a clear idea in this class about what I am supposed to be learning 6 6. Most of the time, I don’t look forward to learning new things in this class. M t f th ti I d ’t l k f d t l i thi i thi l 7. Even with help and plenty of time, I’m going to have difficulty learning new things in this class. 8. In this class, I get enough information to keep track of my own learning , g g p y g achievement. (The Way I See School, Grades 7-9) Source: CCSSO: Assessing Students’ Affect Related to Assessment for Learning: An Introduction for Teachers (Stiggins & Popham, 2007) We stE d.o rg

4. Develop assessment literacy to ensure appropriate use of Formative assessment Formative assessment different forms of evidence process process Summative assessment  Ensure policies and messaging clarify and support a balanced assessment system  Specify how PD plans and resources will build teachers’ and students’ FA capacity  Review resources claimed to support FA process (Linquanti, 2014; Heritage, Walqui, & Linquanti, 2013) We stE d.o rg

Assessment Cycles and Levels Formative assessment process Formative assessment process Interim/Benchmark assessment Summative assessment (CDE ELA/ELD Curriculum Framework, 2014, adapted from Herman & Heritage, 2007) We stE d.o rg

Assessment: A Process of Reasoning from Evidence To Inform Teaching and Learning Assessment for Assessment for Assessment of Assessment of Dimension learning learning Classroom Summative/ Formative Large ‐ scale Summative Method Interim/Benchmark / Assessment process A t A Assessment t Assessment Assist immediate Measure student Evaluate educational Purpose learning g achievement/progress /p g programs p g Focus Teaching & learning Measurement Accountability Individual student & I di id l t d t & G Grade level/ d l l/ Locus School/district/state Classroom learning Department/ School Proximity In the midst In the midst Middle distance Middle ‐ distance Distant Distant to learning l i After teaching ‐ learning cycle Timing During instruction End of year/course  Between units/ periodic Teacher & Student Participants Student Student (T ‐ S / S ‐ S / Self) We stE d.o rg (CA ELA/ELD Curriculum Framework, Fig 8.3, adapted from Linquanti, 2014)

Types and uses of Assessment: Short ‐ Cycle Formative Cyc le Cyc le Me thods Me thods Informa tion Informa tion Use s/ Ac tions Use s/ Ac tions  -Observation  -Students’ current learning  -Keep going, stop and find out Minute-by-  -Questions (teachers and students) status, relative difficulties and more, provide oral feedback to minute  -Instructional tasks misunderstandings, emerging or g g g individuals, adjust instructional j  -Student discussions partially formed ideas, full moves in relation to student  -Written work/ representations understanding learning status (e.g., act on “teachable moments”)  -Students’ current learning  -Continue with planned Planned and placed strategically in Daily Lesson the lesson: status, relative difficulties and instruction  -Observation,  -Instructional adjustments in misunderstandings, emerging or  -Questions (teachers and students) partially formed ideas, full this or the next lesson  -Instructional tasks  -Find out more understanding  -Student discussions  -Feedback to class or  -Written work/ representations p individual students (oral or (  -Student self-reflection (quick write) written)  -Student discussions and work  -Students’ current learning  -Instructional planning for start Week products products status relative to lesson learning status relative to lesson learning of new week of new week  -Student self-reflection (e.g.,  -Feedback to students (oral or goals (e.g., have students met journaling) the goal(s), are they nearly there? written) We stE d.o rg (CA E L A/ E L D Curric ulum F ra me work, F ig . 8.5)

What enables an evidence gathering strategy or tool to be part of the formative assessment process? be part of the formative assessment process?  Specificity of evidence (instructionally actionable)  Timing of evidence (while teaching and learning of  Timing of evidence (while teaching and learning of lesson/unit objectives still underway) 18 We stE d.o rg

Formative Assessment vs. Using Assessments of Learning formatively Using Assessments of Learning formatively Formative Assessment Using Assessments of Process Process Learning formatively Learning formatively   After period of learning Practices used during instruction to guide (e.g., end ‐ of ‐ unit) learning  Who met goals, who needs  Evidence gathered specific help, what I might improve & timely: Close learning & ti l Cl l i next time I teach unit t ti I t h it gap to goal We stE d.o rg

Questions? Questions? rlinqua@wested org rlinqua@wested.org Linquanti, R. (2014). Supporting formative assessment for deeper p learning: A primer for policymakers. Prepared for the Formative Assessment for Students and Teachers (FAST) State Collaborative Teachers (FAST) State Collaborative for Assessment and Student Standards (SCASS). Washington DC: Council of Chief State School Officers. http://www.ccsso.org/Resources/Publications/Supporting_Formative_Assessment _for_Deeper_Learning_A_Primer_for_Policymakers.html f D L i A P i f P li k ht l We stE d.o rg