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Module 1: Formative Assessment Processes and Learning Acceleration (Introduction)

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Version 1.0 | Updated October 2021 | Developed By:�Carla Evans & Jeri Thompson�National Center for the Improvement of Educational Assessment

Micro-Course 1:

Learning Acceleration Using Formative Assessment Processes in the Classroom (Introductory Version)

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Warm-Up

Let’s play a word association game:

What do you think of when you hear the word “assessment”?

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What is Assessment?

“Assessment is the process of gathering evidence of student learning [and inferring from that evidence what a student knows, understands, and can do] to inform education-related decisions.”

(National Task Force on Assessment Education for Teachers)

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Questions That Assessments Can Answer

Educators	Students	Parents/Caregivers
What knowledge, skills, and/or understandings did students take away from this lesson, and how could I use that information to monitor or adjust my instruction tomorrow?	How am I doing in meeting the learning goals and success criteria described by my teacher? How do I need to adjust my learning strategies and/or ask for help to meet the learning goals?	Is my child meeting grade-level expectations and, if not, what is my child’s teacher or school going to do to help them get back on track?

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Collecting Evidence

The questions or tasks on an assessment should help us collect evidence about what a student knows, understands, and can do about specific concepts from the state content standards.

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State Content Standards

State content standards are accessible here: https://www.cde.ca.gov/be/st/ss/

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Two Main Types of Classroom Assessment Processes

	Summative Classroom Assessments	Formative Classroom Assessments
Purpose	Document student achievement of state content standards at a point in time (assessment of learning)	Elicit evidence of student learning to adjust teaching and learning to better meet students’ needs (assessment for learning)
Administration	Typically administered at the end of a unit of instruction	On-going; occurs before, during, and after instruction
Feedback Mechanisms	Graded and reported to parents and students	Not graded; feedback shared with students

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Formative Assessment Processes

End of Unit

Learning Goals

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Everyday Examples of Formative Assessment

What would be the summative assessment analogues?

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Misconception Alert

Assessments are not formative or summative by design, they are formative or summative based on use.
The same exit ticket, quiz, test, or performance task can be used summatively or formatively.

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Embedded Formative Assessment Strategies

Wiliam, D. (2018). Embedded formative assessment, 2nd ed. Bloomington, IN: Solution Tree Press.

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Learning Intentions & Success Criteria

The learning goals, sometimes called “learning targets,” should be aligned to and derived from the broader curricular goals and state content standards.

What will my students be trying to learn? What does success, or hitting the target, look like?

Make sure students are aware of what they are trying to learn and the success criteria.

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Examples: Learning Targets & Success Criteria

Unit Goal - Gr 4 Math	Lesson Learning Target	Success Criteria
Demonstrate conceptual understanding of place value and rounding. Solve two-digit addition and subtraction problems fluently using multiple algorithms. *Example from Eureka Math - Module 1, Lesson 4, Topic A	4.NBT.A.2: Read and write multi-digit whole numbers up to 1 million using expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.	Explain what it means to write a number in expanded form (i.e., how a number is formed using place value). Accurately write numbers in expanded form up to 1 million. Apply concepts of expanded form to compare two multi-digit numbers and correctly record whether one of the numbers is <, >, or = the other number.

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Examples: Learning Targets & Success Criteria

Unit Goal - Gr 6 ELA	Lesson Learning Target	Success Criteria
Write an argument on topics or texts to support a claim with reasons and evidence.	To learn how to locate relevant and convincing facts, details, and reasons based on the intended audience.	Establishes a credible claim Supports the claim with appropriate evidence that coherently link together Explains and elaborates the evidence to strengthen the argument Establishes the topic and claim through the introduction and summarizes main points in the conclusion Uses appropriate academic language, grammar, and punctuation

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Examples: Learning Targets & Success Criteria

Unit Goal - HS Biology	Lesson Learning Target	Success Criteria
Understand and apply the following concepts of natural selection and evolution to phenomena: Changes in the physical environment influence the creation, expansion, and extinction of species Natural selection occurs through trait variation; it leads to adaptation and positively affects survival. Evolution is a consequence of four factors. *Example from iHub Biology, Unit 1	DCI: Identify different kinds and types of bacteria and explain how they operate. SEP: Ask questions to clarify and seek information about a phenomenon SEP: Develop models to predict the relationships between components of a system CCC: Use a specific case study to identify patterns that can explain why a phenomenon is occurring.	Using a case study of bacterial infection: Explain the difference between resistant and non-resistant bacteria Explain the difference between staphylococcus and stenotrophomonas bacteria. Develop at least two questions that need would need to be addressed to solve this case. Develop a theoretical model to explain how bacteria can become resistant to antibiotics.

Science Target Standard (HS Biology): HS-LS4-2; HS-LS4-5

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Instructional Techniques to Clarify, Share, and Understand Learning Intentions & Success Criteria

Example 1: Teacher’s purpose for the lesson or unit is clear, including where it is situated within broader learning using objectives written on the board and review of key vocabulary; then students are asked to write their own success goals
Example 2: Teachers’ purpose for the lesson or unit is clarified through a Q & A with the students where they paraphrase the purpose in their own words
Example 3: Teacher's purpose for the lesson or unit is clear using turn and talk technique, and includes where it is situated within broader learning, as demonstrated by student knowledge of key vocabulary
Example 4: Teacher's explanation of content is imaginative and uses graphic organizers to organize learning. Students contribute to explaining concepts to their peers.
Example 5: Teacher reviews appropriate academic vocabulary to ensure the purpose for the lesson or unit is clear.

You can find seven more examples from this playlist on youtube. Just look for videos that start with the title: “Teacher communicates expectations for learning”

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Elicit Evidence of Student Learning

There’s both the for what purpose and how components of eliciting evidence of student learning for formative purposes.

Identify student learning strengths/needs before, during, and/or after instruction.

Inform future instruction and differentiate instruction by making student thinking visible.

Formative assessment practices that can be plugged into any curriculum:

Engineer effective classroom discussions, tasks, activities, and observations.

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Assessment Does Not Operate in a Vacuum

Curriculum, instruction, and assessment should be created as a coherent whole or system.

Curriculum is what you teach. State content standards are organized and sequenced into units and lessons with learning goals and objectives supported by resources and materials.
Instruction is how you teach. The teaching and learning activities used help students access the curriculum.
Assessment is how you gather evidence of student learning along the way or at the end of a unit or sequence of instruction.

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Connection to Learning Acceleration

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Going Deeper

Module 1

Overview: Formative assessment processes and learning acceleration (Introduction)

Module 2

Where the learner is now, Part 1: Using quick pre-assessments to elicit evidence of student strengths and learning needs

Module 3

Where the learner is now, Part 2: Using formative assessments during or after instruction to elicit evidence of student strengths and learning needs

Module 4

Closing the gap, Part 1: Using evidence of learning to adjust instruction and better meet students’ needs

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Reflection Questions

Create a web or concept map that explains the two different types of classroom assessments.
Think about an area of performance you tried to improve in recent years (e.g., writing, cooking, etc.). What type of feedback contributed to your improved performance? How does that relate to the type of feedback that is more/less useful for your students to improve their learning?
Consider a current or upcoming lesson. What are the learning intentions and success criteria? How did you (or could you) communicate these with students?
Explain how curriculum, instruction, assessment, and state content standards should work together as a coordinated whole.
What is one key takeaway and one lingering question you have after listening to this module?