Instruct Assign Grade Plan
“Making Time for Formative Assessment” Keynote 2016
Pearson Assessment Training Institute 23rd Annual Summer Conference July 7, 2016
Making Time for Formative Assessment Jan Chappuis Portland, OR @janchappuis
Plan Instruct Assign Grade
Barriers to Making time for formative Assessment 1 Misunderstanding assessment’s role in teaching 2 Planning insufficient time for penalty-free practice 3 Giving formative assessment, but not doing formative assessment
©2016 Jan Chappuis, Assessment in Support of Learning www.janchappuis.com
1
“Making Time for Formative Assessment” Keynote 2016
Barrier #1 Misunderstanding assessment’s role in teaching
John Hattie’s Synthesis in Visible
Learning •
• • • •
815 meta-analyses of factors influencing student achievement 52,000 studies—millions of students 146,000 effect sizes 138 factors “Hinge point” of >0.4 SD
“(T)he act of teaching reaches its epitome of success after the lesson has been structured, after the content has been delivered, and after the classroom has been organized. The art of teaching, and its major successes, relate to ‘what happens next’…” Hattie, 2009, p. 2
©2016 Jan Chappuis, Assessment in Support of Learning www.janchappuis.com
2
“Making Time for Formative Assessment” Keynote 2016
Understanding the Importance of Assessment to Learning Initial instruction Student action Teacher (and student) analysis of learning need Feedback Peer feedback Student selfassessment
Teacherguided instruction Grade
“If learning is a predictable process, which most of the time proceeds as planned, then instructional correctives should be needed rarely; most of the time, students will learn what they have been taught, but occasionally they will not.
“In this view, feedback and instructional correctives are pathological aspects of instruction, needed only when things go wrong…
©2016 Jan Chappuis, Assessment in Support of Learning www.janchappuis.com
3
“Making Time for Formative Assessment” Keynote 2016
“However, if learning is an unpredictable process, then feedback and instructional correctives are central to learning; without them, little effective instruction can take place.” Wiliam, 2013, p. 197
Learning something well requires practice with feedback and interventions.
Students’ “not knowing” is not a problem.
It is our profession.
Solution to Barrier #1: Misunderstanding assessment’s role in teaching
Shape a better vision of what it means to teach well. 1. 2.
Cause substantive, relevant learning. Create competent, confident learners.
©2016 Jan Chappuis, Assessment in Support of Learning www.janchappuis.com
4
“Making Time for Formative Assessment” Keynote 2016
Barrier #2: Planning insufficient time for penalty-free practice
“Kids who are smart don’t have to practice.” “If I’m not already good at this, I probably won’t be getting better.” Deliberative practice leads to competence. When mastery requires hard work, it doesn’t mean you are not capable.
It is in practice that we develop persistence and a commitment to achievement. How we set practice up, what we ask students to do, and what we do in response all have a powerful impact on their behaviors and achievement as learners. Chappuis, 2015
©2016 Jan Chappuis, Assessment in Support of Learning www.janchappuis.com
5
“Making Time for Formative Assessment” Keynote 2016
Crooks, 1988, p. 468 “Too much emphasis has been placed on the grading function of evaluation and too little on its role in assisting students to learn.”
Too much summative assessment causes:
Reduction in intrinsic motivation Increase in test anxiety Increased ability attributions for success and failure, which undermines effort Lowered self-efficacy in weaker students Reduction in effective feedback Poorer social relationships among students Wiliam, 2013, p. 205, citing Crooks’ research
Learning problems caused by grading everything:
Struggling students give up too soon Works against students’ directing effort to improved learning Works against developing a learning orientation to schooling
©2016 Jan Chappuis, Assessment in Support of Learning www.janchappuis.com
6
“Making Time for Formative Assessment” Keynote 2016
“This is worth points” Or “This is worth learning” And then make your actions bear that out. Plan sufficient time for penalty-free practice.
The primary purpose of maintaining a classroom environment that is warm, trustworthy, and empathetic is to allow learning to thrive on error. An essential element of classroom management, then is to establish and enforce ground rules that create a “safe harbor for welcoming error and thence learning.” --Hattie, 2012, p. 165
He teaches us that it’s fine not to get it right the first time as long as when we do it again it’s better than last time.” --Patricia, Grade 8
©2016 Jan Chappuis, Assessment in Support of Learning www.janchappuis.com
7
“Making Time for Formative Assessment” Keynote 2016
Solution to Barrier #2: Planning insufficient time for penalty-free practice
Look for systemic roadblocks
Pacing guides built on the “plan, instruct, assign, assess” model Grading policies requiring summative grades each week Grading everything students do
Barrier #3: Giving formative assessment, but not doing formative assessment
Formative Assessment: Formal and informal processes teachers and students use to gather evidence for the purpose of informing next steps in learning --Chappuis, Stiggins, Chappuis, & Arter, 2012
©2016 Jan Chappuis, Assessment in Support of Learning www.janchappuis.com
8
“Making Time for Formative Assessment” Keynote 2016
“Doing” Formative Assessment
Diagnosing current state of student learning and understanding, with action taken based to improve learning and correct misunderstandings Providing descriptive feedback, with guidance on how to improve, during the learning Developing student self- and peerassessment skills
Who examines the information?
Who interprets the information?
Who acts on it?
Diagnose Further instruction
Take action Offer feedback
Have students offer peer feedback, self-assess, and set goals for next steps
©2016 Jan Chappuis, Assessment in Support of Learning www.janchappuis.com
9
“Making Time for Formative Assessment” Keynote 2016
Seven Strategies of Assessment for Learning Where am I going?
1. Provide a clear and understandable vision of the learning target. 2. Use examples and models of strong and weak work.
Where am I now?
3. Offer regular descriptive feedback during the learning. 4. Teach students to self-assess and set goals for next steps.
How can I close the gap?
5. Use evidence of student learning needs to determine next steps in teaching. 6. Design focused instruction, followed by practice with feedback. 7. Provide students opportunities to track, reflect on, and share their learning progress.
When we “do” formative assessment, we make sure our diagnostic assessments don’t just tell us, “Do something.” We ensure they help answer the question, “Do what?” And our students can answer that question for themselves.
©2016 Jan Chappuis, Assessment in Support of Learning www.janchappuis.com
10
“Making Time for Formative Assessment” Keynote 2016
Solution to Barrier #3: Giving formative assessment but not doing formative assessment
Learn how to involve students
Provide: A vision of what it looks like when it is done well Opportunities to practice with feedback and support Development of self-assessment capabilities
Roadblocks 1 Misunderstanding assessment’s role in teaching 2 Planning insufficient time for penalty-free practice 3 Giving formative assessment, but not doing formative assessment
©2016 Jan Chappuis, Assessment in Support of Learning www.janchappuis.com
11
“Making Time for Formative Assessment” Keynote 2016
Guardrails
Actively seek evidence of what students do not “get” and plan lessons to address learning needs. Build sufficient opportunities for practice, with feedback, into your plans. Create opportunities for students to self-assess, offer peer feedback, and set goals for next steps.
Assessment is an essential part of teaching well. Find the time. Involve your students.
References
Black, P. & D. Wiliam. 1998. Assessment and classroom learning. Assessment in Education (5)1, 7-74. Chappuis, J. 2015. Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education. Chappuis, J., R. Stiggins, S. Chappuis, & J. Arter. 2012. Classroom assessment for student learning: Doing it right—Using it well, 2e. Upper Saddle River, NJ: Pearson Education. Hattie, J. 2009. Visible learning: A synthesis of over 800 metaanalyses relating to achievement. New York, NY: Routledge. Wiliam, D. 2013. Feedback and instructional correctives. In J. H. McMillan (Ed.), The SAGE handbook of research on classroom assessment (pp. 197-214).Thousand Oaks, CA: SAGE Publications, Inc.
©2016 Jan Chappuis, Assessment in Support of Learning www.janchappuis.com
12
Pearson Assessment Training Institute 23rd Annual Summer Conference July 7, 2016
Making Time for Formative Assessment Jan Chappuis Portland, OR @janchappuis
Plan Instruct Assign Grade
Barriers to Making time for formative Assessment 1 Misunderstanding assessment’s role in teaching 2 Planning insufficient time for penalty-free practice 3 Giving formative assessment, but not doing formative assessment
©2016 Jan Chappuis, Assessment in Support of Learning www.janchappuis.com
1
“Making Time for Formative Assessment” Keynote 2016
Barrier #1 Misunderstanding assessment’s role in teaching
John Hattie’s Synthesis in Visible
Learning •
• • • •
815 meta-analyses of factors influencing student achievement 52,000 studies—millions of students 146,000 effect sizes 138 factors “Hinge point” of >0.4 SD
“(T)he act of teaching reaches its epitome of success after the lesson has been structured, after the content has been delivered, and after the classroom has been organized. The art of teaching, and its major successes, relate to ‘what happens next’…” Hattie, 2009, p. 2
©2016 Jan Chappuis, Assessment in Support of Learning www.janchappuis.com
2
“Making Time for Formative Assessment” Keynote 2016
Understanding the Importance of Assessment to Learning Initial instruction Student action Teacher (and student) analysis of learning need Feedback Peer feedback Student selfassessment
Teacherguided instruction Grade
“If learning is a predictable process, which most of the time proceeds as planned, then instructional correctives should be needed rarely; most of the time, students will learn what they have been taught, but occasionally they will not.
“In this view, feedback and instructional correctives are pathological aspects of instruction, needed only when things go wrong…
©2016 Jan Chappuis, Assessment in Support of Learning www.janchappuis.com
3
“Making Time for Formative Assessment” Keynote 2016
“However, if learning is an unpredictable process, then feedback and instructional correctives are central to learning; without them, little effective instruction can take place.” Wiliam, 2013, p. 197
Learning something well requires practice with feedback and interventions.
Students’ “not knowing” is not a problem.
It is our profession.
Solution to Barrier #1: Misunderstanding assessment’s role in teaching
Shape a better vision of what it means to teach well. 1. 2.
Cause substantive, relevant learning. Create competent, confident learners.
©2016 Jan Chappuis, Assessment in Support of Learning www.janchappuis.com
4
“Making Time for Formative Assessment” Keynote 2016
Barrier #2: Planning insufficient time for penalty-free practice
“Kids who are smart don’t have to practice.” “If I’m not already good at this, I probably won’t be getting better.” Deliberative practice leads to competence. When mastery requires hard work, it doesn’t mean you are not capable.
It is in practice that we develop persistence and a commitment to achievement. How we set practice up, what we ask students to do, and what we do in response all have a powerful impact on their behaviors and achievement as learners. Chappuis, 2015
©2016 Jan Chappuis, Assessment in Support of Learning www.janchappuis.com
5
“Making Time for Formative Assessment” Keynote 2016
Crooks, 1988, p. 468 “Too much emphasis has been placed on the grading function of evaluation and too little on its role in assisting students to learn.”
Too much summative assessment causes:
Reduction in intrinsic motivation Increase in test anxiety Increased ability attributions for success and failure, which undermines effort Lowered self-efficacy in weaker students Reduction in effective feedback Poorer social relationships among students Wiliam, 2013, p. 205, citing Crooks’ research
Learning problems caused by grading everything:
Struggling students give up too soon Works against students’ directing effort to improved learning Works against developing a learning orientation to schooling
©2016 Jan Chappuis, Assessment in Support of Learning www.janchappuis.com
6
“Making Time for Formative Assessment” Keynote 2016
“This is worth points” Or “This is worth learning” And then make your actions bear that out. Plan sufficient time for penalty-free practice.
The primary purpose of maintaining a classroom environment that is warm, trustworthy, and empathetic is to allow learning to thrive on error. An essential element of classroom management, then is to establish and enforce ground rules that create a “safe harbor for welcoming error and thence learning.” --Hattie, 2012, p. 165
He teaches us that it’s fine not to get it right the first time as long as when we do it again it’s better than last time.” --Patricia, Grade 8
©2016 Jan Chappuis, Assessment in Support of Learning www.janchappuis.com
7
“Making Time for Formative Assessment” Keynote 2016
Solution to Barrier #2: Planning insufficient time for penalty-free practice
Look for systemic roadblocks
Pacing guides built on the “plan, instruct, assign, assess” model Grading policies requiring summative grades each week Grading everything students do
Barrier #3: Giving formative assessment, but not doing formative assessment
Formative Assessment: Formal and informal processes teachers and students use to gather evidence for the purpose of informing next steps in learning --Chappuis, Stiggins, Chappuis, & Arter, 2012
©2016 Jan Chappuis, Assessment in Support of Learning www.janchappuis.com
8
“Making Time for Formative Assessment” Keynote 2016
“Doing” Formative Assessment
Diagnosing current state of student learning and understanding, with action taken based to improve learning and correct misunderstandings Providing descriptive feedback, with guidance on how to improve, during the learning Developing student self- and peerassessment skills
Who examines the information?
Who interprets the information?
Who acts on it?
Diagnose Further instruction
Take action Offer feedback
Have students offer peer feedback, self-assess, and set goals for next steps
©2016 Jan Chappuis, Assessment in Support of Learning www.janchappuis.com
9
“Making Time for Formative Assessment” Keynote 2016
Seven Strategies of Assessment for Learning Where am I going?
1. Provide a clear and understandable vision of the learning target. 2. Use examples and models of strong and weak work.
Where am I now?
3. Offer regular descriptive feedback during the learning. 4. Teach students to self-assess and set goals for next steps.
How can I close the gap?
5. Use evidence of student learning needs to determine next steps in teaching. 6. Design focused instruction, followed by practice with feedback. 7. Provide students opportunities to track, reflect on, and share their learning progress.
When we “do” formative assessment, we make sure our diagnostic assessments don’t just tell us, “Do something.” We ensure they help answer the question, “Do what?” And our students can answer that question for themselves.
©2016 Jan Chappuis, Assessment in Support of Learning www.janchappuis.com
10
“Making Time for Formative Assessment” Keynote 2016
Solution to Barrier #3: Giving formative assessment but not doing formative assessment
Learn how to involve students
Provide: A vision of what it looks like when it is done well Opportunities to practice with feedback and support Development of self-assessment capabilities
Roadblocks 1 Misunderstanding assessment’s role in teaching 2 Planning insufficient time for penalty-free practice 3 Giving formative assessment, but not doing formative assessment
©2016 Jan Chappuis, Assessment in Support of Learning www.janchappuis.com
11
“Making Time for Formative Assessment” Keynote 2016
Guardrails
Actively seek evidence of what students do not “get” and plan lessons to address learning needs. Build sufficient opportunities for practice, with feedback, into your plans. Create opportunities for students to self-assess, offer peer feedback, and set goals for next steps.
Assessment is an essential part of teaching well. Find the time. Involve your students.
References
Black, P. & D. Wiliam. 1998. Assessment and classroom learning. Assessment in Education (5)1, 7-74. Chappuis, J. 2015. Seven strategies of assessment for learning, 2e. Upper Saddle River, NJ: Pearson Education. Chappuis, J., R. Stiggins, S. Chappuis, & J. Arter. 2012. Classroom assessment for student learning: Doing it right—Using it well, 2e. Upper Saddle River, NJ: Pearson Education. Hattie, J. 2009. Visible learning: A synthesis of over 800 metaanalyses relating to achievement. New York, NY: Routledge. Wiliam, D. 2013. Feedback and instructional correctives. In J. H. McMillan (Ed.), The SAGE handbook of research on classroom assessment (pp. 197-214).Thousand Oaks, CA: SAGE Publications, Inc.
©2016 Jan Chappuis, Assessment in Support of Learning www.janchappuis.com
12
