Презентация, доклад на тему Fornative Assessment: the Road to Success

do not Control, but Inform!

used during instruction
A “snapshot” vs. a “photo album” of assessment (Jay McTighe)
Provides students with feedback
Informs decision-making for future teacher instruction and student learning tactics

twice during a class period
Midway and at the end of a class period
Every time you switch a topic
At the end of your students “focus” time:
their age + 2
Any time you see or feel a sense of uncertainty, or confusion in students

the new content only after consolidation of the already learned;
an optical reflection of students’ progress;
synthesis of new skills.

checkups and final tests.

color of the card changed as students approached the scheduled date of submitting assignment.

or any other participants in a very straightforward manner

system, creating cards with grammar topics for self-practice

or am I teaching just so that I can cover the required material?” (Rick Wormeli, 2006)

COVERAGE ≠ UNDERSTANDING
Memorization does not lead to transference.

Student Reflection
Student reflection is very important.

the first summative control the details of which you will find in enclosed files. Soon, you will see the section with the detailed guideline on the terms and conditions of getting access to the assessment.
First and foremost, I expect you to write to me individually with all your concerns and complaints: perhaps, you have the problems I did not notice (sorry for that), or you have some fresh ideas that we could bring together to fruition. In your letter to me, you should evaluate yourself and justify your decision. For instance, "I think I deserve 90 because during the whole semester I actively participated in all classes and did a lot for my professional and personal self-development. I have learned this, this, and this. I have still got the issues with this, this, and this. I would change this, this, and this..." And, so on.
Self-evaluating is one of the most important parts of your professional growth. As for me, I ensure that all your thoughts and ideas will stay with me, and I will consider each point with my all attention.
I am waiting for your self-evaluation until the end of the next week. Don't be late, please.
Should you have any questions, please, feel free to contact me directly.
Best,
Anna N. Kalizhanova

I deserve 92 as I have been working during this semester and still doing my best to be ready for every lesson we have.
Thank you for your care,

… speaking is excellent if you know what to talk about. Listening is what I am concerned. Reading is 28 out of 35. Grammar test is ok. In all, I can say that you deal with B2 level more or less, and, of course, being aware of your potential, I will grade you with 95.

Dear, teacher!
I can say that I deserve 90 due to my hard working in comparison with the last semester.
I enjoyed watching some videos of right pronunciation. Also, I really liked learning new words and speaking part because I always afraid of speaking and have some problems with learning new words, phrases, idioms, etc. So, such practice helped me
Sorry, if I have mistakes. Also, please, do not be angry with us, we all get very tired, therefore, physically cannot provide all 100% of hard working.

… I know that you have a great potential although you raised only 17 in Reading and 19 in Listening.
I think you deserve even more than just 90 for the overall job you had already done and I hope you will try to fill all gaps in your English knowledge. For now, I think 92 is a good mark because you did a lot, thank you!

I have learned a lot of necessary information which helped me to improve my English skills. I’ve learned the phrasal verbs, idioms and new words. If to speak about grammar, I’ve learned new information about articles, participles and adverbs, but I still have problems with mixed conditionals… To sum up, I think that I deserve 90 points.
Thank you!

93 because you have something more than just ability to think - you can feel language and I love it.
However, your absent - mindness sometimes makes me mad, and I hope you will cope with it before the final exam. You must believe in yourself and don't rely on others - you know a lot of things and even more, but you still doubt it.
Love!

PowerPoint…
•Have students make their own connections and share with the class
Compare two characters, two books, two authors’ styles…
Note a sequence
Predict a future outcome
Recognize a cause or effect
Make a text-to-self, text-to-text, text-to-world connection
Suggest a character’s motivation

about what they are learning.
It calls for students to listen for ten minutes to the teacher’s presentation and then to discuss for two minutes with a partner their notes and understanding about the topic.
This can be repeated several times during a lesson.
During the last few minutes of the class, the teacher brings all the students back together; students summarize key understandings, and the teacher sorts out misconceptions.
To support struggling learners: Provide students with an outline to guide their discussion.
To support advanced learners: Ask students to generate questions and answers that can be used with the entire class for review.

monitor text that you are reading. It’s very simple and doesn’t take much time. All you do is take one of the sentence stems listed below and finish it off with your own thought regarding what you have read. By doing this, you are focusing your attention onto the text and self-evaluating to make sure you’re not confused

•I think…
•I can picture…
•I wonder….
•I predict…
•I understand…

•I don’t get…
•If I was (character), I would…
•This reminds me of….
•I hope…

time for responding (usually between one to ten minutes), and either hearing or reading the responses. The quickwrite can be modified endlessly, depending on circumstances.
critical thinking warm-ups: use the quickwrite at the start of a class to get students focussed on a new concept, or the material from last class, or preparatory reading material, etc.
student-directed quickwrites: have students lead the quickwrite session, having prepared a question in advance and thought through a method for fielding the responses
class-closers: as with the warm-ups, use the quickwrite to prompt reflection through summary, synthesis, explanation, a question

(or end) of a class to help students focus on the matter at hand and get them thinking.
Ask them to summarize the main point of the last class (providing a bridge to the current lesson) or summarize a reading. The point is to get them writing/thinking immediately.
Have them exchange their One-Minute Papers with a partner and ask for a follow-up quick write that synthesizes the views.
Ask for a few randomly-selected samples and discuss them.
Look for accuracy, precise language, and conciseness.
Ask them what do you mean?
At the end of class, they can be used to summarize the information learned. You can take them up and quickly group students by readiness for the next day or clear up any misconceptions.

four or more options concerning a particularly controversial topic OR four options about the students level of understanding.
At any time in the class, students can be asked to choose a corner of the classroom that relates to how well they understand the lesson (I’ve got it. I have one question. I’m confused. I’m lost) Students then briefly discuss what they understand, what their question is, where they got lost.
The teacher can ask students to share with the class or quickly visit each corner to see what additional instruction needs to be done.
This can be sued for immediate intervention and for placing students in readiness groups for the next lesson.

student friendly terms, one on each corner. At any time during the lesson, ask students to PINCH their level of understanding on the card and hold them where you can see them.

Checks for Understanding and Status of the Class Techniques
Best Practices and Assessments For Learning