Formative Assessment Stiggins style From the work of

Formative Assessment “Stiggins style” From the work of Jan Chappuis’s Seven Strategies of Assessment for Learning

Learning targets After viewing the Power. Point: • Teachers will be able to describe the difference between a formative and summative assessment. • Teachers will be able to list the five conditions of a solid formative assessment. • Teachers will be able to describe the 7 strategies of Assessment for learning.

Research indicates… • With proper use, formative assessments can result in achievement gains in the range of 15 -25 percentile points or 2 to 4 grade equivalents.

What is formative assessment really? • Formative refers to what the data is used for, not necessarily the instrument itself. For something to be considered formative the data generated must be used to adjust teaching and learning. “Where do I go from here? ”

So then, what does summative mean? Focus on the use again…if the use is solely for judgment about level of achievement or competence it should be considered summative. Summative assessments are not bad or wrong, they are just not formative. Labeling a summative assessment as formative will not produce the large gains in student learning we desire.

The Five conditions needed for solid formative assessments 1. The assessment item aligns directly with the content standards to be measured. 2. All of the items match what has been taught or will be taught

Conditions continued… 3. Items provide information of sufficient detail to pinpoint specific problems. Teachers will know what the problem is and who has the problem. 4. Results are timely for action to occur. 5. Teachers and students take action.

Formative Assessment… is for teachers and students

Assessment for Learning from a student’s point of view Where am I going? Where am I now? How can I close the gap?

These strategies are not new…. . What may be new is the intentional use of these strategies….

The 7 strategies of Assessment for Learning

Where am I going? 1. Provide students with a clear and understandable vision of the learning target 2. Use models of strong and weak work

Where am I now? 3. Offer regular and descriptive feedback 4. Teach students to self assess and set goals

How can I close the gap? 5. Design lessons to focus on one learning target or aspect of quality at a time. 6. Teach students focused revision. 7. Engage students in self reflection and let them keep track of and share their learning.

In summation The 7 strategies are not a recipe to be followed step by step, but instead a compilation of practices that when implemented well will increase students' efficacy and achievement