Workshop from Jan 2013

1. Jacob Martens
SD39 (Vancouver)
@renomyclass
renomyclass.com

2. Small Changes
Conversation About Formative Assessment with Dover Bay Highschool

3. Give & Go
 On your card complete the following stem:
Formative Assessment is…
 Find a someone you don’t see very often.
 Read your cards to each other.
 Swap cards.
 Find someone new.
 Read your “new” cards to each other & swap.

4. Hopes & Fears
Hopes
 Your conversations today deepen your learning
 You leave considering one small change
Fears
 Your conversation has no impact on students
 Inadequate time & structure is provided for your conversation

5. What DidYou Do In SchoolToday (2009)

6. What DidYou Do In SchoolToday (2009)

7. What DidYou Do In SchoolToday (2009)

8. Learning Goals
That today you leave with:
 A working definition of formative assessment
 Deeper knowledge of current educational research
 Ideas for small changes that have a big bang

9. Affect Goals
That today you leave believing:
 Formative Assessment is worth learning more about
 Positive Deviance is a healthy way to embrace change

10. FormativeAssessment
from Embedded Formative Assessment (2011)
using “evidence” to make informed “decisions”

11. using “evidence” to make informed “decisions”

12. using “evidence” to make informed “decisions”

13. using “evidence” to make informed “decisions”

14. using “evidence” to make informed “decisions”
© repairtrust.com

15. Reading #1
Excerpt from Embedded Formative Assessment Ch. 2
Assessment:The Bridge BetweenTeaching & Learning p.46-50)
 Find a partner
 Read the excerpt silently
 Share one thing that resonated with you & why.

16. Using Formative Assessment
QuestionsBarriersPositives
Using “evidence” to make informed “decisions”

17. FormativeAssessment
using “evidence” to make informed “decisions”
“An assessment functions formatively to the extent that
evidence about student achievement is elicited,
interpreted, and used by teachers, learners, or their peers
to make decisions about the next steps in instruction that
are likely to be better, or better founded, than the
decisions they would have made in the absence of that
evidence.”
Wiliam (2011)

18. FormativeAssessment
Defined by Function not Form

19. Reflection
Where do you use formative
assessment in your classroom?

20. Managing Change
“Change should be good for students and manageable for
teachers.”
DamienCooper
“If you are going to start doing something new,
you need to stop doing something old.”
Faye Brownlie

21. Specific Strategies for
Implementing
Formative Assessment
• Clarifying & Sharing Learning
Intentions & Success Criteria
• Eliciting Evidence of Learning
• Providing FeedbackThat Moves
Learning Forward
• Peers as Instructional Resources
for One Another
• Students as Owners ofTheir
Own Learning

22. Research Background
How to Implement

23. Visible Learning for Teachers
Synthesizes the results of 15
years of evidence-based research
involving millions of students into
what actually works in schools to
improve learning AND links them
to practical classroom
implementation.

24. Effect Size
a scale used to evaluate the effect of
various influences/interventions
measures the amount of change
effect size of 0.3 is barely noticeable
effect size of 0.7 is clearly noticeable

25. Distribution of Effects

26. Hinge Point

27. Appendix D

28. Short List of Influences
© 2011 Halbert & Kaser

29. Key Questions For Learner Engagement & Connection
 Who are two adults in this school who believe
you will be a success in life?
 Where are you going with your learning?
 How is it (your learning) going?
 Where to next?

30. How do we get there?
There are:
No silver bullets.
No tips & tricks.
No short cuts.

31. Need a framework
© 2011 by Halbert & Kaser

32. Start with Learning Intentions
© 2011 by Mark Sample

33. Backward Design
Text
© 2011 by Wiggins & McTighe

34. Clear Learning Intentions
A process I have used:
1. Photocopy “Suggested Achievement Indicators”
2. Re-write/Revise to make “student friendly”
3. Separate into Know’s & Do’s
4. Articulate the “Big Ideas” using KUD
5. Make a “flashy” newsletter

35. Feedback
That Moves Learning Forward
1. Focuses on the learning intention of the task
2. Occurs as the students are doing learning
3. Describes what students have achieved
4. Prompts to suggest ways students can improve

37. Reporting Tool
© Brooke Moore et al.

38. Learning Goals
That today you leave with:
 A working definition of formative assessment
 Deeper knowledge of current educational research
 Ideas for small changes that have a big bang

39. Affect Goals
That today you leave believing:
 Formative Assessment is worth learning more about
 Positive Deviance is a healthy way to embrace change

40. ThankYou
To help me grow, I would appreciate your feedback on this
morning’s session.
Please complete the evaluation form before you go.
Thank you