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- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Sprache: Englisch
Explore the "why," "what," and "how" of formative assessments in the classroom In The Formative Assessment Handbook: Resources to Improve Learning Outcomes for All Students, the authors, with over 40 years of cumulative classroom, school, and district and state-level experience, deliver a crucial toolkit of ready-to-go ideas, activities, and reproducibles that make it easy to implement formative assessment quickly, effectively, and efficiently. You'll also learn what formative assessment is, what it looks like, and why it's a critical component to student achievement. The authors explain how to set your classroom up for success and develop & select learning targets and success criteria to create a clear pathway and roadmap for your formative assessments. You'll also find: * Up-to-date research supporting the use of formative assessment in the classroom * Instructions for properly utilizing pre-assessments * Collaborative routines you can implement during instruction * Discussions of dialogic teaching and dialectic synergy An indispensable resource for both new and veteran K-12 educators, The Formative Assessment Handbook will also prove invaluable to administrators and educational coaches.
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Seitenzahl: 251
Veröffentlichungsjahr: 2023
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Table of Contents
Cover
Table of Contents
Title Page
Copyright
Introduction: The
Why
for Our Book
How to Use This Book
Acknowledgments
About the Authors
List of Resources in the Book
PART I: Before Instruction: Setting Up Your Classroom for Success
CHAPTER 1: Formative Assessment Overview: What the Research Says
Creating a Common Language
A Brief Overview of the Research Supporting Formative Assessment
The Benefits of Formative Assessment in the Classroom and Across the District
Formative Assessment and Feedback
Formative Assessment and the Ongoing Feedback Loop
Summary
Key Takeaways
CHAPTER 2: Setting Up the Classroom for Successful Implementation
Organizing Your Classroom
Setting Behavior Expectations
Self‐Assessment
Summary
Key Takeaways
CHAPTER 3: Selecting Learning Targets and Developing Success Criteria
Creating a Common Language Around Learning Targets and Success Criteria
Learning Intentions: A Deeper Dive
The Benefits of Learning Intentions
Types of Learning Intentions
Creating Learning Intentions: A Step‐by‐Step Guide
Success Criteria: A Deeper Dive
The Benefits of Success Criteria
Creating Success Criteria: A Step‐by‐Step Guide
Summary
Key Takeaways
CHAPTER 4: Utilizing Pre‐Assessments
What Is Pre‐Assessment and Why Does it Matter?
Using Pre‐Assessments to Create Differentiated Learning
Digital Tools for Pre‐Assessment (Plickers, Kahoots, Nearpod, and GimKit)
Summary
Key Takeaways
PART II: During Instruction: Effective “In‐the‐Moment” Formative Assessment Instructional Practices and Resources
CHAPTER 5: Effective Formative Assessment Instructional Practices and Resources
KWL Chart
One‐Minute Essay
Light Bulb Moments
Formative Classroom Mastery Desk Cards
Student Mastery Tracker
Clarify This!
Think Pair Share (TPS)
Questions for My Teacher
Learning Logs
Anonymous No
Sheet Protector Boards
What Are Your Wonderings?
Learning Target Tickets
Quick Writes
Doodle It
Stoplight Cards: Red, Yellow, Green
Parking Lot
Costa's Levels of Questioning
Anchor Charts
Shout Out the Word That I Leave Out
Fist to Five
3‐2‐1
Visual Map
Picture Notes
Error Analysis
2‐ and 3‐Column Charts
Summary
Key Takeaways
CHAPTER 6: In‐the‐Moment Formative Instruction: Collaborative Routines
Jigsaw
Inside/Outside Circle
Structured Language Talk
Talking Sticks
Pass It On!
Think‐Aloud
Collaboration Board
Goals and Steps
Peer Feedback (Nonverbal Signals)
One‐Minute Shares
Lingering Questions (Like the Muddiest Points but It Is a Group Effort)
Give One, Get One
Summary
Key Takeaways
CHAPTER 7: Dialogic Teaching and Dialectic Synergy
Dialogic Teaching
What Does Dialogic Teaching Look Like in the Classroom?
Benefits of Dialogic Teaching
Steps to Begin Implementing Dialogic Teaching in Your Classroom
Resources for Implementing Dialogic Teaching
Dialectic Synergy
Top Five Signs Your Classroom Is Actively Engaged in Dialectic Synergy
Summary
Key Takeaways
CHAPTER 8: Common Formative Assessments and Your PLC
The History of Professional Learning Communities in Education
Step 1: Develop Shared Norms, Beliefs, and Goals and Develop Shared Collegial Relationships
Step 2: Planning Your Common Formative Assessments
Step 3: Maintain a Relentless Focus on Continuous Improvement and Results
Our PLC Does Not Do Common Formatives—Should We?
Summary
Key Takeaways
PART III: Formative Assessment After Instruction
CHAPTER 9: Formative Assessment Resources in Practice: Student Self‐Assessment
Activating Prior Knowledge
Clear Examples
Co‐Constructing Success Criteria
Daily Check‐Ins
Daily Mindfulness
Graphic Organizers
Guided Practice
“I Can” Statements
Learning Goals
Leveled Turn‐In Bins
Metacognition
Modeling and Guided Practice
Monitoring System
Open Communication
Peer Goal‐Setting
Peer Writing Conferences
Question Stems
Reaching Consensus Groups
Reciprocal Teaching
Self‐Assessment Reflection
Self‐Assessment Tickets
Student–Teacher Relationships
Student‐of‐the‐Day Notes
Success Criteria
Target Response and Rubrics
Benefits of Self‐Assessment
Summary
Key Takeaways
CHAPTER 10: Formative Assessment After Instruction
Exit Tickets
Muddiest Points and Misconception Checks
Reflections
3 Times Summary
Summary
Key Takeaways
CHAPTER 11: Concluding Thoughts
References
Bibliography
Index
End User License Agreement
List of Tables
Chapter 1
Table 1.1 Average classroom with and without formative assessment.
Chapter 2
Table 2.1 Tips on setting behavior expectations.
Chapter 3
Table 3.1 Types of learning intentions and effective ways to assess them.
Table 3.2 Ways to format success criteria for precision and impact.
Table 3.3 Sample success criteria chart.
Table 3.4 Open‐ended sample task menu with success criteria (persuasive tech...
Table 3.5 Various classroom methods for co‐constructing success criteria.
Table 3.6 Sample learning goals versus sample success criteria in science.
Chapter 4
Table 4.1 Benefits of using pre‐assessment in your classroom.
Table 4.2 Four pre‐assessment tools.
Chapter 7
Table 7.1 Key components of dialogic teaching.
Table 7.2 Resources for implementing dialogic teaching.
Chapter 8
Table 8.1 Team norm guiding questions.
Table 8.2 Types of assessments.
Table 8.3 Webb's DOK levels corresponding activities.
Chapter 9
Table 9.1 Effect sizes of student self‐assessment according to MetaX.
Table 9.2 Strategies aligned to student self‐assessment.
Chapter 10
Table 10.1 Types of exit tickets.
List of Illustrations
Chapter 1
Figure 1.1 Critical role of feedback in formative assessment.
Chapter 2
Figure 2.1 Turn‐in bins.
Chapter 3
Figure 3.1 Learning intentions versus success criteria.
Figure 3.2 Samples of learning intentions and success criteria in the elemen...
Chapter 8
Figure 8.1 Webb's DOK Wheel.
Guide
Cover Page
Title Page
Copyright
Introduction: The Why for Our Book
Acknowledgments
About the Authors
List of Resources in the Book
Table of Contents
Begin Reading
References
Bibliography
Index
Wiley End User License Agreement
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The Formative Assessment Handbook
Resources to Improve Learning Outcomes for All Students
Marine Freibrun, MEd and Sandra Brunet, MEd
Copyright © 2024 by Jossey‐Bass Publishing. All rights reserved.
Published by John Wiley & Sons, Inc., Hoboken, New Jersey.Published simultaneously in Canada.
No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per‐copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, (978) 750‐8400, fax (978) 750‐4470, or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748‐6011, fax (201) 748‐6008, or online at www.wiley.com/go/permission.
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Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Further, readers should be aware that websites listed in this work may have changed or disappeared between when this work was written and when it is read. Neither the publisher nor authors shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.
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Author Photo: Courtesy of the Author
Introduction: The Why for Our Book
If you are reading this book and you have worked in education for some time now, you know that education in our country sometimes can feel a little bipolar. As educators and teachers in the classroom, we constantly feel like shifts are happening, new training is taking place, and those once coveted “best practices” are being replaced by newer and better practices. It is no wonder teachers in America are suffering from initiative fatigue; they are feeling worn out, and they are completely overwhelmed by the expectations being placed on them every day in classrooms across this country. Once we add to that plate, the global pandemic of 2020 and the challenges across America's classroom as we begin to recover and rebuild, it is no wonder teachers are tired.
The role of the teacher has grown exponentially in the last 25 years, and those of us who started in education many years ago barely recognize the profession as the one we entered as bright‐eyed youths.
When many current veteran teachers began in the profession, teaching still had a myriad of elements of its traditional roots. At its inception, the education system was designed to churn out excellent factory workers who could sit still for hours and respond to bells for the breaks during their nine‐hour shifts.
Teachers who taught the youngsters of the nineteenth and twentieth centuries were often told what to teach and how to teach. There was also an expectation that the most remarkable success could be garnered when every student was taught similarly. Those nineteenth‐ and twentieth‐century teachers also did not face criticism or sanctions if and when their students failed to achieve academic success. Concepts of creative instruction and innovation were discouraged, and the sage on the stage was born in education circles across this country.
Moreover, we would like to assume that because we now know better, we do better, yet the remnants of this era still permeate more classes across our nation than we may like to admit. The challenge therein lies in the changing need of our student populations. We no longer train our youth to work in factories and respond to bells.
In addition, as the face of our nation and our classrooms become increasingly pluralistic, it is incumbent upon our teachers to understand, recognize, and honor the backgrounds of each individual in the classroom. While education could once be described as a one‐size‐fits‐all model, current classrooms require teachers to know and understand the unique learning styles of various students. Teachers must adjust their instruction, often mid‐lesson, to meet their student populations' ever‐changing and ever‐growing needs.
This is not the only way that the face of education has changed. Teachers in classrooms across America are now expected to counsel students on social, emotional, and intellectual growth and to seek, understand, and utilize students' unique backgrounds to meet their learning needs more effectively.
Today's teachers must understand and recognize when learning is not happening and be able and ready to intervene immediately and differentiate their instruction. While we still expect teachers to have mastery of their content, we have added much to the ever‐growing workload of the teacher. The sage on the stage can no longer meet the needs of our current educational landscape.
In addition to the shifts already shared, current classroom teachers face the following additional challenges:
An increased system of school‐wide accountability for teachers and students based on performance metrics.
An expectation of higher levels of knowledge for classroom teachers of the content they teach, as well as of pedagogy, including knowledge of deeper learning, project‐based learning, and the ability to help students develop the ability to apply content to novel problems.
Understanding of the adoption of and shifts in national and state standards.
Added inclusion movements promoting that general education teachers have a more significant role in educating students from neurodiverse backgrounds.
Increased use of performance‐based evaluation systems.
The expectation that teachers serve as a bridge between the school and families and communities, with the expectation of frequent and immediate communication with parents.
Increased responsibility for ensuring student safety in the classrooms.
Teaching was once viewed as a profession where the job ended at 3:00 p.m., and the job promised our teachers the ultimate work‐life balance.
More often than not these days, our teachers can be found at school late into the evenings and often on their weekends. Most teachers spend a large part of their summers working alongside their grade level or department teams, attending professional development on the new book adoption, or training on the amendments or additions to current standards.
Gone are the days of the 7:30 a.m. to 2:30 p.m. educator. The teacher role in 2023 and beyond is complex, multifaceted, and dynamic.
With that in mind, the why behind The Formative Assessment Handbook: Resources to Improve Learning Outcomes for All Students is to offer teachers an easy‐to‐implement, practical, data‐driven, and research‐based handbook that will not be “one more thing.”
Our goal is to provide educators across America with easy‐to‐implement, formative assessments that they can select from, matching their current instructional standards and goals.
We believe teachers who use (with fidelity) these pre‐made tools alongside the data and strategies shared in this book can significantly impact student achievement. It is our goal and sincere hope that this book can take one burden off the shoulders of the twenty‐first‐century educator while simultaneously honoring the teaching professional in best serving the needs of their learners.
As educators, we believe teachers are the lifeblood of education and they have a direct hand in the future of our nation. We hope this handbook provides value to those entering the profession and those who have positively impacted the lives of children for many years.
How to Use This Book
We know all of the work that is on a teacher's plate in the current education landscape, so our goal with this book is that it serves as both a guide and a resource. While you can read it cover to cover to get all the details of implementing formative assessment, you can also dog‐ear, highlight, tab, and mark up the pages and resources within the book that serve a specific practical function for you in your classroom. Our goal is to create a resource that, in the end, will serve to save the classroom teacher from expending undo time, energy, and resources on unnecessary elements of the role. We want this book to be something a teacher can open up, determine a specific need or want, and flip to the section most closely correlated to addressing that need. We have kept things simple for this book by focusing on three main areas of formative assessment, outlined by the parts within this book.
Part I: Before Instruction: Setting Up Your Classroom for Success
In Part I, we dive into a general overview of all of the things that you need to know, do, and prepare before you begin your instruction to create the ideal environment to implement the formative assessment. We begin in Chapter 1 by giving an overview of the research behind formative assessment to develop a compelling reason why formative assessment is an essential component of high‐quality academic instructional delivery. In Chapter 2, we present information and tips on setting up systems for the successful implementation of formative assessment. Finally, Chapters 3 and 4 provide teachers with support in selecting learning targets and developing success criteria as well as utilizing pre‐assessments.
We hope that the combination of this background information serves to provide a solid basis of knowledge of all of the practices that will make your classroom successful as you begin to implement formative assessments.
Part II: During Instruction: Effective “In‐the‐Moment” Formative Assessment Instructional Practices and Resources
In Part II, we focus on “in‐the‐moment” formative assessment. This means the formative assessment you complete as a teacher in real‐time while instruction is happening. In this section, you will find specific and actionable plans for implementing formative assessment and grab‐and‐go resources to utilize formative assessment across various content areas effectively. Chapter 5 introduces graphic organizers, picture notes, think‐pair‐share, Jigsaws, doodle it, and running records. Chapter 6 dives into collaborative routines. Chapter 7 explores the concepts of Dialogic Teaching and Dialectic Synergy as a way to enhance formative assessment. Finally, in Chapter 8 we explore the role of CFA’s and your PLC.
Part III: Formative Assessment After Instruction
In Part III, we focus on what formative assessment looks like after instruction. Chapter 9 provides formative assessments such as exit tickets, muddiest points, and summaries you can utilize after you have completed instruction and need to check for understanding and/or re‐teaching prior to a summative assessment or moving on to the next unit. In Chapter 10 we share what formative assessments can look like after instruction. It is our sincere hope that these resources and chapters assist you in meeting your classroom and yearlong goals and are able to provide you with the insight needed to successfully create many opportunities to engage your students in their learning, develop meaningful connections, determine the levels of student learning throughout your instructional sequence, and better assist you in creating opportunities to re‐teach to mastery.
Acknowledgments
The writing of this book was an amalgamation of inspiration from the many amazing teachers who have allowed us to serve as their leader and mentor. To the teachers of Bridgeport Elementary School, North Park Elementary School, Hawaii Technology Academy, and Switzerland Point Middle School, you all are truly what is great about education. Your continued dedication to serving children and your love and passion for meeting student needs are the hallmark of our amazing profession. To every teacher out there, working daily far beyond your contract hours, your hard work does not go unnoticed. Thank you for giving all you have and all you are for the kids! There is no greater profession!
About the Authors
Sandra Brunet is a seasoned school administrator and Executive Coach with over 15 years’ of experience leading schools in California, Hawaii, and Florida. She has distinguished herself by following her passion for putting students first and has been recognized for her efforts to transform school culture by building positive relationships and increasing school achievement. Most recently, Sandy has moved into an executive coaching role where she works and coaches principals and superintendents across the United States on data‐driven instruction, improving instructional outcomes, meeting the needs of multilingual learners, and best practices in diversity, equity, and inclusion (DEI).
Sandra holds a Master’s in Educational Administration and a Bachelor’s in Communication Studies from UCLA. She is also the co‐author of Leading with Administrator Clarity. Sandy currently calls the Gulf Coast of Florida home, and if you can’t find her at home, she is surely out at a beach or riding her paddleboard in the nearby Gulf of Mexico.
Marine Freibrun, MEd, began her career as an elementary school teacher in Southern California, teaching grades 2, 3, and 5.
Throughout her career, she also had the opportunity to support and serve teachers as an instructional coach, English Language Development (ELD) coach, and Positive Behavior Interventions and Supports (PBIS) coach.
Marine also served as the English Language Arts and Literacy Assessment Coordinator for the Idaho State Department of Education. As the assessment coordinator, she supported teachers and district leaders in the implementation of the Idaho Literacy Achievement and Accountability Act, legislation designed to establish an extended‐time literacy intervention program to support students' literacy achievement. In doing so, Marine worked with teachers and district leadership to evaluate assessment data from the state's literacy assessment and define the next steps for effective instructional practices.
Most recently, Marine is a Manager of Educational Partnerships for the Center for the Collaborative Classroom and supports schools in Idaho, Utah, and Wyoming with curriculum implementations.
Marine is also the author of Getting Started with Teacher Clarity and co‐author of Leading with Administrator Clarity. Marine received her Bachelor's in Elementary Education from the University of California, Irvine, and her Master's in Educational Leadership and Policy Studies from California State University, Northridge.
She lives in the Boise area with her husband and two sons.
List of Resources in the Book
Number
Title
Resource 3.1
SAMPLE Deconstructing the Standards: Teacher Template
Resource 3.2
BLANK Deconstructing the Standards: Teacher Template
Resource 3.3
Steps to Co‐Creating Success Criteria
Resource 4.1
How to Create a Pre‐Assessment in Google Forms
Resource 4.2
4 Corners
Resource 4.3
Chat Log Sample Card Secondary
Resource 4.4
Chat Log Sample Card Primary
Resource 4.5
Show What You Know—Gallery Walk
Resource 4.6
Show What You Know—ABC Brainstorm
Resource 4.7
Show What You Know—ABC Brainstorm (Sample Completed)
Resource 4.8
Sample Entrance Ticket
Resource 4.9
Blank, Editable Sample Entrance Tickets
Resource 4.10
Animal Adaptations Anticipation Guide
Resource 4.11
Blank, Editable Anticipation Guide
Resource 5.1
KWL Chart
Resource 5.2
One‐Minute Essay
Resource 5.3
Light Bulb Moments
Resource 5.4
Formative Classroom Mastery Deck Cards
Resource 5.5
Student Mastery Tracker
Resource 5.6
Clarify This!
Resource 5.7
Think‐Pair‐Share
Resource 5.8
Questions for My Teacher
Resource 5.9
Learning Logs
Resource 5.10
Anonymous No
Resource 5.11
Sheet Protector Boards
Resource 5.12
What Are Your Wonderings?
Resource 5.13
Learning Target Tickets
Resource 5.14
Quick Writes
Resource 5.15
Doodle It!
Resource 5.16
Red, Yellow, Green
Resource 5.17
Parking Lot
Resource 5.18
Levels of Questioning
Resource 5.19
Anchor Charts
Resource 5.20
Fist to Five
Resource 5.21
3‐2‐1
Resource 5.22
Visual Maps
Resource 5.23
Picture Notes
Resource 5.24
Error Analysis
Resource 5.25a
2‐Column Charts
Resource 5.25b
3‐Column Charts
Resource 6.1
Jigsaw
Resource 6.2
Inside/Outside Circle
Resource 6.3
Structured Language Talk
Resource 6.4
Pass It On!
Resource 6.5
Think‐Aloud
Resource 6.6
Collaboration Board
Resource 6.7
Goals and Steps
Resource 6.8
One‐Minute Shares
Resource 6.9
Lingering Questions
Resource 6.10
Give One, Get One
Resource 7.1
Developing Conversation Ground Rules
Resource 7.2
Classroom Stems Poster
Resource 7.3
Dialogic Classroom Stems Bookmarks (Grades 3–10)
Resource 7.4
Analysis of Classroom Rules for Discussion
Resource 7.5
Peer Thinking Analysis/Observational Tool
Resource 8.1
Developing Team Commitments
Resource 8.2
Team Norm Development Activity
Resource 8.3
Formative Assessment in the PLC
Resource 8.4
PLC Common Formative Protocol, Shortened Protocol
Resource 8.5
PLC Common Formative Protocol, Detailed Protocol
Resource 9.1a
Student Self‐Assessment Checklist (Primary)
Resource 9.1b
Student Self‐Assessment Checklist (Upper Elementary)
Resource 10.1
Formative Post‐Instruction, Basic Exit Tickets 3‐2‐1
Resource 10.2
Formative Post‐Instruction, Procedural Exit Tickets, Strategy
Resource 10.3
Formative Post‐Instruction, Declarative Exit Ticket, Message in a Bottle
Resource 10.4
Formative Post‐Instruction, Metacognitive Exit Ticket, Thinking Head
Resource 10.5
Formative Post‐Instruction, Reflection
Resource 10.6
Formative Post‐Instruction—3 Times Summary
PART IBefore Instruction: Setting Up Your Classroom for Success
CHAPTER 1Formative Assessment Overview: What the Research Says
If you have been in education for any period of time, you may have noticed the buzz around formative assessment getting louder with each passing school year. There are many reasons why formative assessment is considered critical in student learning and practical instruction. This chapter will spend some time diving into the research behind formative assessment to lay the groundwork for the rest of this book.
Like all good practitioners, we believe that the more time we spend on high‐yield, research‐based strategies, the better off our students will be as a result of our efforts. We spent a great deal of time reviewing the large body of research on the most effective educational practices and firmly believe that spending time and energy on formative assessment and feedback is time well spent.
Creating a Common Language
Before diving into all the types and forms of formative assessment, we must develop a shared understanding of what formative assessment is and a common language around this critical educational practice. Once we have completed that, we will dive into what the research tells us about why formative assessment matters.
This handbook defines formative assessment as
Any assessment task designed to promote students' learning. The purpose of these tasks is to provide feedback for teachers and students so that in‐the‐moment adjustments can be made to teaching and learning opportunities to more effectively enable students to reach proficiency.
It is important to note that for this conversation, there are two critical components of formative feedback:
Formative feedback is an in‐the‐moment assessment that can provide immediate information to students and educators about the learning taking place in the classroom.
This information must be used to make adjustments to and drive future instruction within the school.
If either of these elements is missing, an authentic formative assessment has yet to occur.
While we imagine the vast majority of readers have a highly developed understanding of assessment, it is crucial to take a moment and make sure we are all speaking the same language when we talk about assessment.
Summative assessment—or
assessment of learning
—is exactly as it sounds. When teachers provide an assessment to the students at the end of a defined learning cycle, after which the material has been taught, re‐taught, and mastery is expected, they engage in summative assessment. Common summative assessment examples include end‐of‐course exams, district benchmark testing, standard end‐of‐unit tests, and end‐of‐the‐school‐year statewide exams, which help create school grades and ratings.
Formative assessment—or
assessment for learning
—is focused on identifying students' needs
and
responding to those learning needs. Formative assessment requires teachers to make frequent, interactive, and feedback‐driven assessments to better adjust their instruction to help
all
