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Formative Assessment Provides Feedback on Our Impact on Learning

Core Components of Formative Assessment:

*  Clarity of learning intentions and success criteria

* Intentionally anticipate and gather evidence/data

* Interpretation of evidence/data

* Student involvement

* Responsive pedagogical action


Clear learning intentions, transparent success criteria, and making learning visible to the student are the key elements of engaging students. Hattie, J. (2009) Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. New York: Routledge , p. 49



Formative assessment is a process teachers and students use during instruction that provides feedback to adjust ongoing teaching moves and learning tactics. It is not a specific test, nor an event, nor a bank of test items. Well-supported by research evidence, when effectively implemented formative assessment as a process assists students in achieving intended instructional outcomes. Key practices include:
  1. Clear lesson-learning goals and success criteria, and ensure students understand and agree with what these mean, entail, and they’re aiming for; 
  2. Plan for and elicit evidence of learning gathered during lessons (What students will say, do, make, or write) and interpret that evidence as close to the actual time of the lesson as possible to judge where students are in relationship to learning goals and success criteria; 
  3. A pedagogical response to evidence, including descriptive feedback that supports learning by helping students answer: 
    1. Where am I going? 
    2. Where am I now? 
    3. What are my next steps?; 
  4. Support students to engage in peer- and self-assessment to strengthen students’ learning, efficacy, confidence, and autonomy; and 
  5. Foster a collaborative classroom culture where students and teachers are partners in learning.
What Makes Formative Assessment Unique?
The prospective nature of evidence gathered, its proximity to learning, and its real-time use by teachers and students to propel learning forward before any judgement of learning is made. It is assessment for learning. By contrast, classroom-summative, interim/benchmark, and large-scale summative assessments all provide a retrospective assessment of learning. 
 
Click on pictures to explore documents further:
 Ensuring every student achieves at least one year's progress for one year of schooling

https://www.pearson.com/hattie/solutions.html
Effect size d=0.40 is one year's progress
 http://www.cde.ca.gov/ci/rl/cf/documents/figurescollectch8-11.pdf
Students participate in the practice of formative assessment through self-and peer-assessment
Effect size d=1.44
CA ELA/ELD Framework
https://www.mydigitalchalkboard.org/cognoti/content/file/resources/documents/45/45ce4daa/45ce4daac52bd774ad3d3fce570355275dc07c0b/FrameworkFINALJuly2015.pdf
 
 Explicitly foster student capacity to be own best assessors
http://hepg.org/hep-home/books/formative-assessment-in-practice_178
Effect size d=0.90 to d=1.44
 Teachers engage in assessment as learning by helping all students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning

Effect size d=0.75 to d=1.07

 Feedback for Learning
Feedback for Teaching
Effect Size d=1.13


Educators use the language of learning. Equipping students with learning strategies - to advance their learning on their own
               Effect size d=1.44

YouTube Video


https://scale.stanford.edu/resources/multimedia

 Learning How to Learn
CA State Standards are designed to enhance
Clarity of Learning Intentions and criteria to reach goals along the learning continuum
http://www.corwin.com/books/Book233832?siteId=corwin-press&subject=C00&qsupld=false&productType=&q=formative+assessment&fs=1
 Effect size d=0.75
http://www.smarterbalanced.org/wordpress/wp-content/uploads/2015/05/Formative-Assessment-Process.pdf


Learning How to Learn 
Students' capacities to monitor their own learning as, in effect, a separate but complementary feedback process.  to be able to monitor their own learning students must come to hold a conception of quality similar to the teacher's, and that developing this conception depends on:
   *  Possessing a concept of the standard
       (or goal, or reference level) being aimed for;
   *  Comparing the actual (or current) level of performance with the standard; and
   *  Engaging in appropriate action which leads to some closure of the gap.

The "gap" in formative assessment refers to the distance between the student's current learning status and desired goals. It does not mean "gaps in student learning" in the sense of missing knowledge or skills, or an "achievement gap,"
that is, differences in performance among sub groups. 


Click on the arrow in front of each folder to view and download documents, resources, and tools. 
We hope these examples will spark personalized usage that authentically addresses the needs and aspirations of your community of learners.
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LEARNING TARGETS - SUCCESS CRITERIA - FEEDBACK CYCLE OF INQUIRY  Oct 22, 2015, 1:27 PM OCDE LCAP Supports
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CBE students would progress at their own pace and demonstrate mastery of important competencies, free from the restrictions of traditional seat-time requirements. This would allow graduates to clearly describe and provide evidence for the knowledge, skills, and abilities they demonstrated to earn their degree.   Nov 12, 2015, 9:40 AM OCDE LCAP Supports
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ELA/ELD Framework - See Chapter 8 Formative Assessment  Sep 15, 2015, 3:53 PM OCDE LCAP Supports
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Argument Writing, Assessment for learning, Assessment as learning   411k v. 1 Oct 22, 2015, 1:26 PM OCDE LCAP Supports
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grain size   37k v. 1 Sep 16, 2015, 5:17 PM OCDE LCAP Supports
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Argument Writing - progressions | 5 Stages of Argument  Sep 16, 2015, 2:04 PM OCDE LCAP Supports
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process for documenting student progress and achievement, based on interviews, observations over time, samples of students' naturally-occurring work, and well-supported interpretations of learning across five dimensions...  Oct 7, 2015, 3:24 PM OCDE LCAP Supports
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Google Doc  Nov 5, 2015, 1:33 PM OCDE LCAP Supports
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Western Univ. Michigan: Use the checklists on this site to facilitate your evaluation work. (Tasks/programs)  Oct 6, 2015, 9:36 AM OCDE LCAP Supports
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Google Doc with hyperlinks  Nov 5, 2015, 1:05 PM OCDE LCAP Supports
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How to succeed with questioning  Sep 22, 2015, 6:17 PM OCDE LCAP Supports
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Handout Sept. 15  3628k v. 1 Sep 16, 2015, 7:03 PM OCDE LCAP Supports
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K-12 - Progressions  Oct 22, 2015, 1:25 PM OCDE LCAP Supports
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Chapter 6 Teaching and Assessing for Transfer (Deeper Learning)Measures of Competencies (Intrapersonal, Interpersonal, Cognitive)  Nov 12, 2015, 10:14 AM OCDE LCAP Supports
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planning assessment conversation  Sep 16, 2015, 5:17 PM OCDE LCAP Supports
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Primer for Policy Makers   Oct 22, 2015, 1:26 PM OCDE LCAP Supports
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Includes additional questions you can use, very helpful for teachers when designing own tasks Non-PT (Computer Adaptive Test or CAT) Item Specifications for ELA and mathematics PT Item Specifications for ELA (by genre) and mathematics Scoring Rubrics  Dec 1, 2015, 9:41 AM OCDE LCAP Supports
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Rancho-Starbuck Intermediate School, Grade 7-8 Example of Argument Rubric  Dec 3, 2015, 6:01 PM OCDE LCAP Supports
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Politics of Collaborative Expertise   Oct 22, 2015, 1:26 PM OCDE LCAP Supports
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Types of Assessments  180k v. 1 Nov 16, 2015, 10:38 AM OCDE LCAP Supports
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Assess and Evaluate Student Growth   Oct 22, 2015, 1:26 PM OCDE LCAP Supports
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Student records and reflects upon their progress in reaching the learning goal  Sep 15, 2015, 1:06 PM OCDE LCAP Supports
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SBAC Argument Rubrics grades 6-11  316k v. 2 Oct 6, 2015, 9:31 AM OCDE LCAP Supports
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Writing Learning Targets for each genre of writing  Sep 16, 2015, 11:35 AM OCDE LCAP Supports
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Writing  Oct 5, 2015, 5:26 PM OCDE LCAP Supports
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Formative evaluation refers to any activity used as an assessment of learning progress before or during the learning process itself.  Sep 15, 2015, 1:05 PM OCDE LCAP Supports
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Assessment With and For Students | The Drivers of Formative Assessment: Learning Goals and Success Criteria  Sep 16, 2015, 12:04 PM OCDE LCAP Supports
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“Although the setting is mathematics, the value of Lampert’s book is broad, addressing the core issues that face anyone in education. This is one of the most important books about education to appear in the past decade. What Lampert writes is deep and compelling. The story is engaging, even gripping; I couldn’t put it down.”—Jim Stigler, author of The Learning Gap  Sep 16, 2015, 11:35 AM OCDE LCAP Supports
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Examples of Formative Assessment  Sep 16, 2015, 4:21 PM OCDE LCAP Supports
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Important Role of Formative Assessment in Current Visions of Assessment Systems  Sep 16, 2015, 12:04 PM OCDE LCAP Supports
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Formative assessment, feedback and self-monitoring | Communicating standards to students  Sep 16, 2015, 12:21 PM OCDE LCAP Supports
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powerful day-to-day tool  Sep 16, 2015, 11:53 AM OCDE LCAP Supports
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Margaret Heritage describes what the skillful use of formative assessment would look like.  Sep 16, 2015, 11:52 AM OCDE LCAP Supports
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See page. 4 Definitions of Formative Assessment  Sep 16, 2015, 2:00 PM OCDE LCAP Supports
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English Language Learners  Oct 7, 2015, 4:52 PM OCDE LCAP Supports
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1. What is formative Assessment 2. PD that supports changes in teaching practice 3. classroom observations with a formative assessment focus  Sep 16, 2015, 1:57 PM OCDE LCAP Supports
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Very practical approach to feedback  Sep 16, 2015, 5:34 PM OCDE LCAP Supports
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See tables page 30-33 Feedback To Do examples  Sep 16, 2015, 5:20 PM OCDE LCAP Supports
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A Must Read  Sep 16, 2015, 5:37 PM OCDE LCAP Supports
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Hattie's definition and research links  Jun 15, 2015, 9:14 AM OCDE LCAP Supports
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Unique assessment approach which includes students defending their learning portfolio - in a schoolwide system that supports students so they can be successful in college, career and life.  Jul 2, 2015, 1:13 PM OCDE LCAP Supports
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Big Picture Learning views learning as a process of growth and change that is accentuated by the creation of quality products. There are high expectations for each student in a Big Picture Learning school. Assessment criteria is individualized and fit to each student based on the real world standards of the student’s project (as gauged by the student’s mentor). Students in Big Picture schools are not assessed by tests and are not given grades.  Oct 7, 2015, 3:23 PM OCDE LCAP Supports
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process for documenting student progress and achievement, based on interviews, observations over time, samples of students' naturally-occurring work, and well-supported interpretations of learning across five dimensions...  Oct 7, 2015, 3:26 PM OCDE LCAP Supports
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P21 Summit - AUHSD  56k v. 3 Jul 2, 2015, 1:13 PM OCDE LCAP Supports
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P21 Summit - AUHSD  117k v. 3 Jul 2, 2015, 1:13 PM OCDE LCAP Supports
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P21 Summit - AUHSD   63k v. 3 Jul 2, 2015, 1:13 PM OCDE LCAP Supports
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Student College Success Portfolio  Jul 2, 2015, 1:21 PM OCDE LCAP Supports
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