Assessment is critical to student success... when done right! When we think about why we assess, there is often a laundry list, but it all boils down to two main reasons:
1. to inform our teaching based on student progress
2. to measure student proficiency and provide grades
In this module we will focus on the first goal: to inform instruction using FORMATIVE ASSESSMENT
- monitor student progress
- timely feedback for students
- inform next steps for teaching
* eliciting and responding to student thinking
When planning your assessment system, consider the graphic to the left. We are focusing on the largest amount of assessable opportunities to gather student data. A few considerations:
- make sure you are using the data you collect
- timely feedback for students is critical
- they provide a balanced way for students to demonstrate progress
- consider key moments in instruction when students must have a key concept to be able to build on the next level (typically bends in the storyline)
- plan "what are you looking for, and what will I do next"
These may include: pre-test, exit tickets, quick checks, tasks, discussion, models, etc.
- The (not so) Itty Bitty Book of CIF
- The Feedback Loop (ch 4 PDF)
- Task Annotation Project in Science (must-haves, equity, sensemaking, phenomenon, SEPs, CCCs)
What's already out there:
How do I create my own tasks:
The video is part of a PD Module with STEM Teaching Tools, as part of the ACESSE project.
Designing a Task:
Planning a Unit's Assessment System:
Be sure to share your completed planning tool with me (email@example.com) for credit in this module.
How did it go? Share about the most recent formative assessment you gave your students. What data did you gather? How did it inform you teaching? What did you do next?
REFLECT + SHARE
Assessment is an ongoing piece of instruction. We should assess with the plan to use the data we collect. If we are not able to use, then why put students through it. I hope some key take aways from this learning are:
- 3Dimensional assessment is key to 3Dimensional learning
- Tasks can be challenging to design with all the must-have elements
- Feedback is essential for students, it must be kind, constructive, and timely
As a department or team, what are some norms or formative assessment styles you want to use? Will you use common formative assessments? How will you build out your formative assessment system?
Share what you have learned with your team, consider starting to modify just a few formative assessments or part of one. You can start small, don't try to do it all at once.