Accurate & Effective Formative Assessment PDF Free Download

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Accurate & Effective Formative Assessment PDF Free Download

Accurate & Effective Formative Assessment PDF free Download. Think more deeply and widely.

www.tomschimmer.com

tschimmer@live.ca

Accurate & Effective

Formative Assessment

Tom Schimmer

www.allthingsassessment.info

@TomSchimmer

__________________________________________________________________________________________________________________________________________________________________________________________________"

©"Tom"Schimmer"(2016)"–"Accurate(&(Effective(Formative(Assessment""""""""""""""""""""""""""""""""""""""""""""@TomSchimmer" """""""""""""""""tschimmer@live.ca"

Accurate, Balanced, & Hopeful Assessment

!!!!!!!!!!!!!!!

____________________________________________!

“The formative and summative purposes of assessment can be so intertwined that they are mutually supportive rather than conflicting.

Unless this is done, formative assessment cannot achieve its full potential to improve learning,

-Paul Black (2013)

____________________________________________!

Expectations about the likelihood of eventual success determine the amount of effort people are willing to put in. Those who are convinced that they can

be successful in carrying out the actions required for a successful outcome - who have the self-efficacy - are likely to try harder and persist longer when

they face obstacles.”

-Rosabeth Moss Kanter

Confidence, p. 39

“It’s not mistakes that cause winners to lose, it’s panic. Panic is a sudden, anxious feeling of loss of control, and panicking can make a small fumble

worse, by causing people to lose their heads and forget to think clearly…Panic is the enemy of good decision making under pressure.”

Confidence, p.68

!""#""$#%&'()*+,+#"'$-"&'.-/01!hope,!eﬃcacy,!and!achievement'23)'

0#*)%#)"'*%1'&#*+4#)"5'6%'&4/"'0#*)%/%7'#%8/)3%$#%&9'&4#'23003:/%7'&#%#&"'

7)3-%1'*00'32'3-)'*""#""$#%&'(30/+/#"'*%1'()*+,+#";

!"#$%&'()*+,-..%#()/)0123%()45678

(1) Student investment occurs when assessment and self-regulation have a

symbiotic relationship.

(6) The communication of assessment results must generate productive responses

from learners and all the stakeholders who support them.

(4) Assessment purposes (formative and summative) must be interdependent to

maximize learning and verify achievement.

(3) Instructional agility occurs when emerging evidence informs real-time

modiﬁcations within the context of the expected learning.

(2) Assessment architecture is most effective when it is planned, purposeful, and

intentionally sequenced in advance of instruction by all of those responsible for the

delivery.

(5) The interpretation of assessment results must be accurate, accessible, and

reliable.

Duration of Learning

Summative Assessment

Verify'that'learning'

has'occurred

Formative Assessment

Keep'learning'on'track;'

continual'improvement

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©"Tom"Schimmer"(2016)"–"Accurate(&(Effective(Formative(Assessment""""""""""""""""""""""""""""""""""""""""""""@TomSchimmer" """""""""""""""""tschimmer@live.ca"

Describe the characteristics and attributes of a confident learner. What does it look, feel, and

sound like when a student is on an academic winning streak? Current/past examples?

What does the opposite look, feel, and sound like? Current/past examples?

Accuracy

____________________________________________!

Rank the essential elements from 1-3, with 1 being the element that gets the most attention and 3

being the element that gets the least attention. Explain your 1-3 order.

!!!!!!!!!!!!!!!

Assessment

Accuracy

Why?

What?

How?

Formative*vs**

Summative?

Intended*learning*&**

success*criteria*

Thoughtful*Assessment*Choices*

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©"Tom"Schimmer"(2016)"–"Accurate(&(Effective(Formative(Assessment""""""""""""""""""""""""""""""""""""""""""""@TomSchimmer" """""""""""""""""tschimmer@live.ca"

Formative!v.!Summative!Assessment!

Reflect!on!the!idea!of!establishing!a!balanced(assessment(system!to!answer!he!following!questions:!

1. What!are!the!unique!aspects/characteristics!of!FORMATIVE!and!SUMMATIVE!Assessment?!

2. What!aspects/characteristics!overlap!between!FORMATIVE!and!SUMMATIVE!Assessment?!!

!!!!!!!!!!!!!!!

____________________________________________!

Analyzing Standards

Nicole Dimich Vagle (2015) “Design in 5”

1.#Circle#the#verbs#(and#other#words#that#indicate#what#

students#should#do)#in#the#standards.#

• "“These"words"lead"us"to"the"cognitive"level"required"and"the"type"of"

work"in"which"our"students"need"to"engage.”"(pg.#25)"

2.#Underline#key(concepts,#vocabulary(words,#and#

contextual(information.#

• “Consideration"of"concepts"and"vocabulary"also"helps"inform"

instruction"and"the"type"of"academic"language"pertinent"to"the"

grade"level"and"content"area.”"(pg.#26)

Summative"

Assessment"

Formative"

Assessment"

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©"Tom"Schimmer"(2016)"–"Accurate(&(Effective(Formative(Assessment""""""""""""""""""""""""""""""""""""""""""""@TomSchimmer" """""""""""""""""tschimmer@live.ca"

Webb’s “Depth of Knowledge” Chart

Use!the!depth!of!knowledge!chart!to!identify!curricular!underpinnings!within!the!standards!

Webb, N. L., Alt, M., Ely, R., & Vesperman, B. (2005) Webb alignment tool (WAT) training manual. Madison, WI:

Wisconsin Center for Educational Research.

Thoughtful!Assessment!Choices!

Under(what(circumstances(or(conditions(would(each(of(the(following(assessment(methods(be(considered(most(appropriate?(

(

!!!!!!!

!!!!!!!!!!!!!!

!!!!!!!!!!!!!!!

Performance

Assessment

Under&what&circumstances&or&conditions&would&each&of&the&following&

assessment&methods&be&most&appropriate?

Selected

Response

Constructed

Response

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©"Tom"Schimmer"(2016)"–"Accurate(&(Effective(Formative(Assessment""""""""""""""""""""""""""""""""""""""""""""@TomSchimmer" """""""""""""""""tschimmer@live.ca"

____________________________________________!

Common%Guidelines

%Selected%Response%Items

!" #$%&'&()*+,%-%&./%$-0)1&$-%*"&

2" 3)45&-6%&./%$-0)1&$-%*&+)$0-07%,8"&

9" :7)05&/$01;&:<=:&>&?<=:"&

@" A%%+&'1$B%4$&(6)0(%$&%./',&01&,%1;-6"&

C" =64%%&D9E&'1$B%4&)+-0)1$&0$&$/F(0%1-

Constructed Response

Thomas P. Hogan (2013)

!"#$%&'(")*

+(%%,()*

-."/',0)12&/

3&#")1'/4'(")1*

-."/'*5/"6&7'1*

8/(&9*2/(''&)*

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;<'&)=&=*5&/9"/#4)7&1*

>&/#*$4$&/1?*%"):*

$/"6&7'1*

5"/'9"%("1

Short,

Simple

Long,

Extended

CONSTRUCTED RESPONSE

SOME IMPORTANT QUESTIONS

•Is$there$a$more$eﬀective/eﬃcient$way$for$you$to$access$the$

learning$information$you’re$seeking?$

•Are$the$students$familiar$with$the$rubric/success$criteria$and$

how$it$will$be$applied?$

•SAME$RUBRIC?$Are$there$any$shifts$in$emphasis$that$students$need$

to$be$familiar$with?$

•DIFFERENT$RUBRIC:$Have$you$identiﬁed$the$diﬀerences$between$

the$“familiar”$and$“unfamiliar”$rubrics?$

•Is$my$question$clear$and$thorough$enough$to$avoid$any$

confusion$about$what$content$to$include?

Performance*Assessment:*Intent

*(Lane,*2010)

•Generalization?*Then*adequate*sampling*across*the*

domain*or*discipline*is*required.**

•Finite*performance?*Then*more*speciEic*tasks*&*

criteria*are*more*appropriate.*

•Formative?*Then*a*much*narrower*scope*is*more*

Eitting.

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©"Tom"Schimmer"(2016)"–"Accurate(&(Effective(Formative(Assessment""""""""""""""""""""""""""""""""""""""""""""@TomSchimmer" """""""""""""""""tschimmer@live.ca"

____________________________________________!

!!!!!!!!!!!!!!!

Effective Feedback

"#$%!&%'()*!+,!-%./-%'!+,!&%'%/&.$!+0!,%%-1/.2!/0-!)%/&0304!+,,%&'!0%/&!(0/035+('!/4&%%5%0*!+0!*$%!356+&*/0.%!+,!

,%%-1/.2!30!356&+7304!'*(-%0*!)%/&030489!!

":*!/66%/&'!*$/*!/'!&%'%/&.$%&'!;%!20+;!)%''!/1+(*!,+&5/*37%!,%%-1/.2!*$/0!;+()-!$/7%!1%%0!6&%-3.*%-8!<(&!-%4&%%!

+,!0+*!20+;304=!$+;%7%&=!5('*!1%!/66&%.3/*%-!/'!*$%!/..(5()/*3+0!+,!20+;)%-4%!&%'()*304!,&+5!>?!@%/&'!+,!&%'%/&.$!

+0!,%%-1/.289!!

6Maria!Araceli!Ruiz6Primo!&!Min!Li!(2013)!

AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA!

!"#$%&'($)*$'+),)*$-$./&01,*)2'$3'(4&5('6$

"#+!.+56+(0-!5/**%&'!,(&*$%&=!%7%0!;$%0!,%%-1/.2!3'!;%))!-%'340%-!3*!;3))!+0)@!$/7%!/0!%,,%.*!3,!3*B'!/.*%-!(6+0!1@!*$%!)%/&0%&89!

6Dylan!Wiliam!(2013)!

Performance*Assessment:*Clarity

*(Mislevy,*Steinberg,*&*Almond,*2003)

• We*must*be*clear*on*both*the*content*and*the*

cognitive*processes*that*are*being*assessed.*

•What*performances*will*reveal*a*level*of*proFiciency*

with*that*content*and/or*cognitive*processes.*

•What*tasks*will*most*likely*lead*to*those*

performances.

Limitations of Feedback Research

(Maria Araceli Ruiz-Primo & Min Li, 2013)

1. High'percentage'of'studies'focus'on'feedback'in'

one'experimental'session.'(Long&Term+effects?)+

2. Most'feedback'studies'for'math/science'

provided'no'background,'guidance,'or'direction.'

(Instructional+bene8its?)+

3. Many'studies'provided'little'information'about'

the'the'speci@ic'tasks'OR'tasks'were'arti@icial.'

(Link+to+speci8ic+type+of+learning?)

Five%Keys%to%Eﬀective%Feedback

1.%%%Does%it%elicit%a%productive+response?%

2.%%%Does%it%identify%what’s+next?%

3.%%%Is%it%targeted%to%the%learner?%

4.%%%Is%it%strength4based?%

5.%%%Does%it%cause+thinking?

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©"Tom"Schimmer"(2016)"–"Accurate(&(Effective(Formative(Assessment""""""""""""""""""""""""""""""""""""""""""""@TomSchimmer" """""""""""""""""tschimmer@live.ca"

AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA!

“To compound matters further, even when feedback is well designed it will only have an effect if it’s acted upon by the learner.”

“When we try to determine what kind of feedback works we are [often] asking the wrong question. What matters is what response the

feedback triggers in the recipient.”

-Dylan Wiliam

AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA!

!7#$%&'($)*$4/&2)0'$,+-/)*8$&5$what’s'next6$

!!!!!!!!!!!!!!!

!9#$:($)*$*-/;'*'0$*&$*<'$+'-/5'/(=$+'2'+(6$

AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA!

Potential)Impact)of)Scores

•High&score&OR&atypically&high?&

•Unnecessary*

•Low&score&OR&atypically&low?&

•Undesirable

•Motive"is"in"reference"to"whether"the"learner"

needs"the"feedback."

•Opportunity"is"that"learners"receive"the"

feedback"at"time"when"they"are"most"able"to"

use"it."

•Means"is"a"question"of"whether"the"learner"

has"the"willingness"and"capacity"to"act"upon"

the"feedback.

Motive - Opportunity - Means

(Valerie Shute, 2008)

The Three Levels of Feedback

(John&Hattie,&2012)

Task&Feedback&

8Describes&how&well&the&student&has&performed&on&a&task.&

8Right/Wrong,&acquiring&speciﬁc&information,&building&knowledge.&

Process&Feedback&

8Describes&the&process&underlying&or&related&to&tasks.&

8Strategies&to&detect/learn&from&errors.&

8Ways&to&establish&a&relationship&among&ideas.&

Self8Regulation&Feedback&

8Describes&how&learners&can&monitor,&direct,&and&regulate&their&

own&actions&as&they&work.&

8Foster&the&willingness&and&capacity&to&seek&and&eﬀectively&deal&

with&feedback.&

8Encourage&students&to&self8assess&and&self8correct.

Novice

Proficient

Competent

Content

Strategies

Understandings

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©"Tom"Schimmer"(2016)"–"Accurate(&(Effective(Formative(Assessment""""""""""""""""""""""""""""""""""""""""""""@TomSchimmer" """""""""""""""""tschimmer@live.ca"

!>#$:($)*$(*/'5;*<?@-('06$

!!!!!!!!!!!!!!!

!A#$%&'($)*$,-1('$*<)5B)5;6$

!!!!!!!!!!!!!!!

!"C%%-1/.2!3'!5+'*!%,,%.*37%!;$%0!3*!3'!*$%!&34$*!230-=!-%)37%&%-!30!*$%!&34$*!;/@=!/*!*$%!&34$*!*35%=!/0-!*+!*$%!&34$*!

6%&'+08!

DE%3-3!F0-&/-%!GH?I>J!

K34$*!230-L!

K34$*!;/@L!

K34$*!*35%L!

K34$*!6%&'+0L!

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©"Tom"Schimmer"(2016)"–"Accurate(&(Effective(Formative(Assessment""""""""""""""""""""""""""""""""""""""""""""@TomSchimmer" """""""""""""""""tschimmer@live.ca"

Self-Assessment and Self-Regulation

AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA!

Which of the three phases of self-regulation of learning do you utilize the most? The least?

Which of the three phases do you think you could most easily add into your instructional routines? (Assuming

you don’t already use/maximize all three).

AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA!

Prerequisites

• Clear'learning'goals'

• Clear'success'criteria'

• Clear'interpretation'of'the'criteria.'

• Classroom'culture'where'being&wrong'is'supported.'

• Classroom'culture'with'a'norm'of'working'together.'

• Students'who'have'some'proﬁciency.'

•??

Now we’re ready!

Self%Regulation.of.Learning

!"##$%#&'()*+,+)-.//.0+)*$12#"'3)&)4$567%$385&9$:)5$&%'$%;)<')2=$%="$>+)Theory'into'Practice,'41-.0)?@7A/+

BC2%$9D283D9)ED&4$)

BE$%62%#&'1$)ED&4$)

BF$567G$H$19"2')ED&4$

Task Analysis

Self-Motivation Beliefs

Self-Control

Self-Observation

Self-Judgment

Self-Reaction

Assessment & Self-Regulation

Assessment''

(FA/SA)'as'INPUT

Monitoring/Reﬂecting''

Performance

Assessment''

(FA/SA)'as'OUTPUT

Monitoring/Reﬂecting''

on'Performance

It’s not as clean as “IF/THEN”

Potential flaws of

self-assessment

(Dunning, Heath, & Suls, 2004)

A"tendency"for"

humans"to"be"

overly"optimistic"

about"their"own"

abilities.

A"tendency"for"

humans"to"

believe"they"are""

above"average.

A"tendency"for"

humans"to""

neglect"crucial"

information.

A"tendency"for"

humans"to"have""

deﬁcits"in"their"

information.

Double Whammy!

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©"Tom"Schimmer"(2016)"–"Accurate(&(Effective(Formative(Assessment""""""""""""""""""""""""""""""""""""""""""""@TomSchimmer" """""""""""""""""tschimmer@live.ca"

10"

Which of the four potential limitations of self-assessment do your students display most often?

How have you tried to mitigate this concern?

!!!!!!!!!!!!!!!

.''/$C(('((D'5*$

“Peer assessment is generally an arrangement for classmates to consider the level, value, or worth of the products or

outcomes of learning of their equal-status peers. However, it can also extend to learning behavior or social behavior and

sometimes encompass both academic products and associated behavior.”

-Keith J. Topping (2013)

AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA!

Formative Assessment

Summative Assessment

Qualitative)detail)about)areas)of)strength)and)that)which)needs)strengthening;)where,)why,)&)how.

(+)$More$available$(.)$May$not$be$as#accurate

Overall,)holistic)judgment)of)quality)that)considers)overall)strengths)and)weaknesses.)

(+)$More$reliable$(.)$Validity/Reliability$concerns

Grades?

Peer$Assessment$Typology

(Keith$Topping,$2013)

•Qualitative?$Quantitative?$Both?$

•Single$sample?$Multiple?$Varied?$

•Balanced$feedback?$Only$one$(+/L)?$

•Opportunity$to$act?$$

•Individual?$Pairs?$Groups?$

•Reciprocal?$OneLway?$Group?$

•Deliberate$matching?$Random?$

•Same$year?$Diﬀerent$year?$

•Same$ability?$Diﬀerent$ability?

Qualitative? Quantitative? Both?

•Qualitative"assessment"would"focus"on"peers"providing"

descriptive*feedback"on"what’s"next"to"improve"the"

quality"of"the"work."

•Quantitative"assessment"would"focus"on"peers"making"

a"holistic"judgement"about"the"overall"quality"of"the"

work."

•Both"means"a"holistic"judgement"is"made"and"

descriptive*feedback"is"provided.

Which one? How often? Most effective? Would like to try?

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©"Tom"Schimmer"(2016)"–"Accurate(&(Effective(Formative(Assessment""""""""""""""""""""""""""""""""""""""""""""@TomSchimmer" """""""""""""""""tschimmer@live.ca"

11"

AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA!

!!!!!!!!!!!!!!!

Single Sample? Multiple? Varied?

•Single'sample"means"a"one)oﬀ"peer"assessment"

opportunity."

•Multiple'samples"means"peer"assessment"occurs"once"

with"multiple"samples"at"the"same"time"or"several"times"

with"one"sample"per;"between"the"same"student,"or"with"

diﬀerent"students."

•Varied"means"the"work"sample"formats"would"be"

diﬀerent"given"the"assessment"targets"and"standards.

Which one? How often? Most effective? Would like to try?

Cross Curricular Competencies

Critical Thinking!

Collaboration!

Communication!

Creativity!

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©"Tom"Schimmer"(2016)"–"Accurate(&(Effective(Formative(Assessment""""""""""""""""""""""""""""""""""""""""""""@TomSchimmer" """""""""""""""""tschimmer@live.ca"

12"

References"

F0-&/-%=!E8!GH?I>J8!M)/''&++5!/''%''5%0*!30!*$%!.+0*%N*!+,!)%/&0304!*$%+&@!/0-!&%'%/&.$8!:0!O8!E8!P.P3))/0!GQ-8J=!Sage!handbook!!

!of!research!on!classroom!assessment!G668!IRD>SJ=!#$+('/0-!</2'=!MFT!U/4%!V(1)3./*3+0'8!

W)/.2=!V8!GH?I>J8!C+&5/*37%!/0-!'(55/*37%!/'6%.*'!+,!/''%''5%0*T!#$%+&%*3./)!/0-!&%'%/&.$!,+(0-/*3+0'!30!*$%!.+0*%N*!+,!!

!6%-/4+4@8!:0!O8!E8!P.P3))/0!GQ-8J=!Sage!handbook!of!research!on!classroom!assessment!G668!IXRDIRYJ=!#$+('/0-!</2'=!MFT!

!U/4%!V(1)3./*3+0'8!

W&++2$/&*=!U8!GH?I>J8!M)/''&++5!/''%''5%0*!30!.+0*%N*!+,!5+*37/*3+0!*$%+&@!/0-!&%'%/&.$8!:0!O8!P.P3))/0!GQ-8J=!Sage!handbook!of!

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W&+;0=!Z8#8[8!\!E/&&3'=![8!K8!GH?I>J8!U*(-%0*!U%),DF''%''5%0*8!:0!O8!E8!P.P3))/0!GQ-8J=!Sage!handbook!of!research!on!classroom!!

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M$/66(3'=!O8!GH??]J8!Seven!strategies!of!assessment!for!learning.!V+&*)/0-=!<KT!V%/&'+0!F''%''5%0*!#&/30304!:0'*3*(*%8!

^(00304=!^8=!E%/*$=!M8=!\!U()'=!O8P8!GH??SJ8!C)/;%-!'%),D/''%''5%0*T!:56)3./*3+0'!,+&!$%/)*$=!%-(./*3+0=!/0-!*$%!;+&26)/.%8!!

!Psychological!Science!in!the!Public!Interest,!5G>J=!X]DI?X8!

Z+)%5/0=!^8=!P._%%=!F8=!\!W+@/*`3'=!K8!GH??HJ8!Primal!Leadership:$Learning!to!Lead!with!Emotional!Intelligence.!W+'*+0=!!

!PFT!E/&7/&-!W('30%''!K%73%;!V&%''8!

E/**3%=!O8!GH?IHJ8!_0+;!*$@!:56/.*8!Educational!Leadership,!70GIJ=!IYDH>8!

E/**3%=!O8!GH??]J8!Visible!Learning8!a%;!b+&2T!K+(*)%-4%8!

E+4/0=!#8V8!GH?I>J8!M+0'*&(.*%-D&%'6+0'%!/66&+/.$%'!,+&!.)/''&++5!/''%''5%0*8!:0!O8!E8!P.P3))/0!GQ-8J=!Sage!handbook!of!!

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[/0%=!U8!GH?I?J8!Performance!Assessment:!The!state!of!the!art.!U*/0,+&-=!MFT!U*/0,+&-!d037%&'3*@=!U*/0,+&-!M%0*%&!,+&!!

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!Interdisciplinary!Research!and!Perspectives,!1GIJ=!>DXH8!

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!P.P3))/0!GQ-8J=!Sage!handbook!of!research!on!classroom!assessment!G668!HIceH>HJ8!#$+('/0-!</2'=!MFT!!UFZQ!

!V(1)3./*3+0'8!

U.$355%&=!#8!GH?IXJ=!Grading!from!the!inside!out:!Bringing!accuracy!to!student!assessment!through!a!standards6based!mindset.!

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Accurate & Effective Formative Assessment PDF Free Download

Accurate & Effective Formative Assessment PDF free Download. Think more deeply and widely.

Uploaded by egraves on 4/30/2026

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