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ssessing for Learning Facilitator’s GuideWORKSHOP I: INTRODUCTIONTO FORMATIVE ASSESSMENTA Professional Development Curriculum from theInstitute for Inquiry The first in a set of five workshops for teacher professional development
I N T R O D U C T I O N TO F O R M AT I V E A S S E S S M E N T 2006 by ExploratoriumExploratorium, San Francisco, CA 94123www.exploratorium.eduThe Exploratorium and Institute for Inquiry are registered trademarks of the Exploratorium.This material is based upon work supported by the National Science Foundationunder Grant No. 9911834. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflectthe views of the National Science Foundation.Major support for the Institute for Inquiry has been provided by the National Science Foundation,California Department of Education, The Noyce Foundation, Marin Community Foundation, StephenD. Bechtel, Jr., and the S. D. Bechtel, Jr. Foundation.Additional funding was made possible by Wells Fargo Foundation, The San Francisco Foundation,American Honda Foundation, Richard Lounsbery Foundation, The Grove Foundation, and WashingtonMutual.Permission for use of these materials is granted for noncommercial educational purposes. Userswho wish to duplicate these materials must ensure that the Exploratorium Institute for Inquiry isproperly credited, and the original copyright notice must be included. For more information on theExploratorium’s Use Policy, please go to www.exploratorium.edu/about/use policy.You can download your own copy of this guideat www.exploratorium.edu/ifi/assessing.A wealth of background material, for this andthe other guides in the series, can be found atwww.exploratorium.edu/ifi/library.In order to access these materials, you will needMacromedia Flash Player 5 or higher and AdobeAcrobat Reader 4 or higher, available for freedownloading at www.exploratorium.edu/ifi/help.These plug-ins may require additional memory.You can download any of theASSESSING FOR LEARNING workshop guides atwww.exploratorium.edu/ifi/workshops.I N S T I T U T E F O R I N Q U I RY: w w w.exploratorium.edu/ifi2
I N T R O D U C T I O N TO F O R M AT I V E A S S E S S M E N TIntroduction to Formative AssessmentWelcomeContentsWelcome to Introduction to Formative Assessment, theAcknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4first workshop in the ASSESSINGAbout This WorkshopFORLEARNING curriculum.The five workshops in this series introduce formativeThe Workshop in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6assessment and offer ways for teachers to begin apply-Workshop Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7ing elements of formative assessment in their ownclassrooms.Formative Assessment BasicsThe Inquiry Connection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10This five-part curriculum is designed to be presented insequence and in its entirety. To help facilitators reviewkey concepts that pertain to the entire curriculum,The Formative Assessment Cycle . . . . . . . . . . . . . . . . . . . . . . . 12Additional Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16each workshop guide contains a section on FormativePlanning and PreparationAssessment Basics.Workshop at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Created by British educator and author Wynne Harlenin collaboration with the staff of the ExploratoriumInstitute for Inquiry in San Francisco, this curriculumEssential Planning Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Charts, Overheads, and Handouts . . . . . . . . . . . . . . . . . . . . . . 22Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23has been offered to science educators and professionalPresenting the Workshopdevelopers at the Exploratorium since 1996.Introducing the Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25In 2000 the National Science Foundation asked that theInstitute for Inquiry make these workshops available toeven more educators. The result is a series of guides thatprovide step-by-step instructions and access to supportDifferent Views of Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . 27Introducing the Formative Assessment Cycle . . . . . . . . . . . 32Formative Assessment Research Findings. . . . . . . . . . . . . . . 37Concluding the Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38materials online so that professional developers andReviewing the Workshopteacher educators can present these workshops on theirFacilitation Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40own.More from the Institute for InquiryAbout the Exploratorium Institute for Inquiry. . . . . . . . . . . 42Lynn RankinDirectorInstitute for InquiryMore Workshops on the Web . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Reproducible Masters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44I N S T I T U T E F O R I N Q U I RY: w w w.exploratorium.edu/ifi3
I N T R O D U C T I O N TO F O R M AT I V E A S S E S S M E N TAcknowledgmentsASSESSING FOR LEARNING is based on original work by British educator and author Wynne Harlen in collaboration with the Exploratorium’s Institute for Inquiry in San Francisco. Formerly Director of the Scottish Research Council, Dr. Harlen has spent the last thirtyyears involved in research on assessment and student learning in primary science education. Her books, including The Teachingof Science in Primary Schools; Primary Science: Taking the Plunge; and Teaching, Learning, and Assessing Science 5–12, are used byeducators throughout the world. Since 1996 she has been the primary presenter of a five-day series of workshops on formativeassessment at the Institute for Inquiry. The core ideas and activities from those workshops, as well as Dr. Harlen’s original drafts ofthis document, form the basis for these guides.Curriculum DeveloperWynne HarlenProject DirectorsLynn Rankin, Barry Kluger-BellProject DevelopersLynn Rankin, Fred Stein, Marilyn AustinProject ProducerRuth Tepper BrownProject DesignerKristina Hooper Woolsey, Woolsey & AssociatesProject WritersBuff Whitman-Bradley, Ruth Tepper BrownSpecial ThanksWe are very grateful to workshop reviewers David Hartneyand Pat McGlashan of First Hand Learning, Inc., Buffalo, NY,and Karen Worth, Educational Development Center, Newton,MA, for their exceptional contributions in the testing andrefinement of this curriculum.Thanks also to Doris Ash for her numerous contributions, andto the many educators from across the country whose participation has aided in the development of these workshops.The Institute for Inquiry would also like to thank Rob Semper,Executive Associate Director of the Exploratorium and Directorof the Center for Learning and Teaching, and Bronwyn Bevan,Associate Director of the Center for the Learning and Teaching,for providing institutional support.Series EditorErin Van RheenenProject EditorsJudith Brand, Martha Nicholson Steele, Laura JacobyGraphic DesignersBarbara Del Rio, Alisa Lowden, Gary Crounse,Esther Kutnick, David BarkerIllustratorGary CrounseWeb DesignersMike Petrich, Karen WilkinsonWeb DevelopersJenny Villagrán, Rob RothfarbProject ManagersAvon Swofford, Pat KoblenzI N S T I T U T E F O R I N Q U I RY: w w w.exploratorium.edu/ifi4
I N T R O D U C T I O N TO F O R M AT I V E A S S E S S M E N TABOUT THIS WORKSHOP The Workshop in Context Workshop OverviewI N S T I T U T E F O R I N Q U I RY: w w w.exploratorium.edu/ifi5
I N T R O D U C T I O N TO F O R M AT I V E A S S E S S M E N TABOUT THIS WORKSHOPThe Workshop in ContextASSESSING FOR LEARNINGIntroduction to Formative Assessment is the first of five workshops in the ASSESSING FOR LEARNING curriculum.The workshops in this curriculum are designed to be used sequentially so that participants work step-bystep toward a full understanding of formative assessment. All five workshops take as their starting pointthe Formative Assessment Basics, introduced on page 9 of this guide and available in each of the fivefacilitator guides in this series.WorkshopThe ASSESSING FOR LEARNING curriculum consists of the following workshops:IIIWorkshop I: Introduction to Formative AssessmentParticipants discover the purpose of formative assessment and find out how it differs fromsummative assessment (about 2 hours).Workshop II: Assessing Process SkillsParticipants learn how to observe and interpret students’ use of the process skills of science(about 3 hours).IIIWorkshop III: Effective QuestioningParticipants identify questions that are useful for eliciting students’ ideas and for encouragingthe use of science process skills (about 2 hours).IVWorkshop IV: Assessing Science IdeasParticipants create indicators of development for specific scientific ideas and consider thenature of feedback that helps student learning (about 2 hours).VWorkshop V: Student Self-AssessmentParticipants investigate the value of students assessing their own and their peers’ work andexplore ways to communicate goals and criteria to students (about 2 hours).How to Use the CurriculumThis curriculum is designed to be presented in sequence and in its entirety. If you decide to present less thanthe full curriculum, it’s important to communicate this to participants, so they aren’t left with the impressionthat they have been introduced to all the main ideas related to formative assessment. For example: Doing only Workshop I would be a good introduction to formative assessment, but wouldnot offer teachers any practical strategies to implement in the classroom. Doing Workshops II, III, IV, or V alone would offer classroom strategies, but without the overview of formative assessment to put those strategies in context. Doing Workshop I followed by one of the other workshops would provide an overview offormative assessment and a single strategy to implement it, but would give an incompletepicture of formative assessment practice.I N S T I T U T E F O R I N Q U I RY: w w w.exploratorium.edu/ifi6
I N T R O D U C T I O N TO F O R M AT I V E A S S E S S M E N TABOUT THIS WORKSHOPWorkshop OverviewA Quick SummaryTypically, planning takes about four hours, notIntroduction to Formative Assessment is the first in a setof five guides in the ASSESSINGFORLEARNING curricu-lum. The guides are designed to help facilitators planand present professional development workshops forincluding the time necessary to prepare materials. Inthis guide, we list materials for 36 participants. Forfewer participants, quantities of materials and otherworkshop logistics can be adjusted as needed.educators interested in developing an understandingWe recommend 12 to 36 participants for our work-of formative assessment and how to begin to apply itshops. Having fewer than 12 does not allow for thein their classroom.lively group interaction that is such an important component of the workshop. Having more than 36 makesThis workshop is the starting point for consideringwhole-group discussionsthe meaning and purposeof assessment. It helpsGoalsparticipants distinguishbetween formative and formative and summative assessment and thesummative assessmentdifferent purposes they serve in the classroom.and lays the conceptual foundation for subsequent workshops in theTo help teachers develop an understanding of To help teachers understand the character-unwieldy and can necessitate an additional facilitator.In this workshop, participants begin by read-istics of formative assessment and the role iting four short classroomplays in supporting student learning.vignettes and decidingASSESSING FOR LEARNINGwhich, in their view,curriculum.involve assessment. IfBecause the word “assessment” may mean differentthings to different people, this workshop begins byhelping participants develop a common understanding of the term. Beginning this way not only helpsprevent miscommunication as the workshop proceeds, it also models the approach of using learners’ideas as a starting point for learning.they believe a vignette does involve assessment, theyconsider a number of questions about the assessment: What information was gathered? By whom?About whom? Who used the information and how?Answering these questions helps participants makedistinctions between different types of assessment,particularly between formative and summativeassessment.How the Workshop WorksThe focus of the workshop then shifts to formativeThis workshop takes about two hours and is designedassessment—the type of assessment that’s used toto be led by two facilitators. While it is possible for onehelp students learn and teachers teach. A brief pre-facilitator to lead the workshop, we suggest that twosentation addresses the purpose of formative assess-work together. There are a number of presentations inment and is followed by a description of the use ofthe workshop, and having two facilitators allows youformative assessment in the classroom.to divide responsibility for different sections.I N S T I T U T E F O R I N Q U I RY: w w w.exploratorium.edu/ifi7
I N T R O D U C T I O N TO F O R M AT I V E A S S E S S M E N TABOUT THIS WORKSHOPTo conclude, the facilitator presents a brief surveyon their firsthand experiences and their conversa-of relevant research findings and reviews the work-tions with each other. The take-home messages areshop’s take-home messages.revisited at the end of the workshop as a way toAbout the Take-Home Messagessummarize and reinforce the understandings participants have constructed.The take-home messages are brief statements thatconvey the central pedagogical ideas encounteredTake-Home Messagesduring the workshop. By introducing the messagesearly on, facilitators set the context for what is to Formative assessment, assessment forlearning, is different from summativefollow, and inform participants of the purpose andassessment of learning.content of the workshop. This transparency of pur pose is an important initial step in establishing anFor formative assessment to take place,teachers must gather and interpret evidenceatmosphere of trust between facilitators and learners.of students’ thinking, and then use that evi-Such trust is critical in creating a climate in whichdence to make decisions that further studentlearners feel comfortable expressing opinions andprogress toward instructional goals.considering new ideas.Understanding of the messages deepens as theworkshop progresses, and as participants become Assessment is only formative when teachersuse the information they’ve gathered to makeinstructional decisions.intellectually engaged in building new ideas basedI N S T I T U T E F O R I N Q U I RY: w w w.exploratorium.edu/ifi8
I N T R O D U C T I O N TO F O R M AT I V E A S S E S S M E N TFORMATIVE ASSESSMENTBASICS The Inquiry Connection The Formative Assessment Cycle Additional ResourcesI N S T I T U T E F O R I N Q U I RY: w w w.exploratorium.edu/ifi9
I N T R O D U C T I O N TO F O R M AT I V E A S S E S S M E N TF O R M AT I V E A S S E S S M E N T B A S I C SThe Inquiry ConnectionFormative Assessment and LearningScience through InquiryFrom their earliest years, children develop ideasabout the world that make sense to them, but don’tnecessarily correspond to the scientific view. Howdo we help children develop their ideas into morescientific ones?In order to help students have productive inquiryexperiences in which they express and test ideas thatcan lead to new scientific understanding, teachersneed to check in and offer guidance in every phase ofthe process. To do their investigations, students mustbe able to ask questions that can be investigated.And in order for students to draw conclusions basedon evidence, they need to be able to plan systematicExperience and research show that merely teachinginvestigations to gather that evidence. The teacher’s“correct” scientific ideas does not necessarily changerole in this process is to find out how the student isstudents’ understanding. Change is more likely todoing in each phase, and help them make progress.happen when students test their scientific ideas forthemselves. Teaching through inquiry helps studentstest their existing ideas about scientific phenomena,consider alternative ideas, and gradually develop anunderstanding that is more consistent with evidenceand with the scientific view of how things work. Butstudents often need help with this process. Formativeassessment gives teachers the means to help studentsexpress their ideas and rigorously test them.To know how students are doing, teachers need away to “get into students’ heads” and understandhow they’re thinking. Each of the above phases ofinquiry is an entry point for the teacher to carryout assessment that will provide information onhow students understand science concepts, and onhow effectively they are using the process skills ofscience (such as observing, questioning, planning,interpreting and communicating). The teacher canIn general, when students engage in science inquiry,then use this information to determine what nextthey go through the following phases:steps students need to take in order to increase their They begin by observing and exploring materials,understanding of science concepts and improve theirand they raise questions about their observations.ability to use the process skills of science. The teachercan then guide students in ways that will help them They choose a question to investigate, and thentake next steps in learning.plan and do an investigation to try to answer theirIdeas about Formative Assessmentquestion. During the course of the investigation, they comeup with ideas to explain what they’re seeing, andfind ways to test those ideas. Finally, they interpret the results of their investigations and communicate those results to others.“Ideas about assessments have undergone important changes in recent years. In the new view,assessment and learning are two sides of the samecoin. . . . When students engage in assessments,they should learn from those assessments.”National Research Council, National Science Education Standards.(Washington, DC: National Academy Press, 1996), pp. 5–6.I N S T I T U T E F O R I N Q U I RY: w w w.exploratorium.edu/ifi10
F O R M AT I V E A S S E S S M E N T B A S I C SI N T R O D U C T I O N TO F O R M AT I V E A S S E S S M E N TBut of course it is the students who do the learn-the goals of their work and assess their own prog-ing—and the more they are aware of the learningress—are encompassed in the concept of formativegoals of their activities, the more they are able toassessment, and form the basis for the ASSESSING FORrecognize for themselves how to make progress.LEARNING curriculum.Part of the teacher’s role, then, is to share goals withstudents, provide them with skills and opportunities for assessing their own progress, and help indeciding their next steps. All these aspects of teaching—gathering information about students’ learning, interpreting it in terms of their progress, usingit to decide next steps, feeding back to students howto move forward, and helping students understandAssessment and Inquiry“Assessments have become more sophisticatedand varied as they have focused on higher-orderskills. Rather than simply checking whether students have memorized certain items of information, new assessments probe for students’ understanding, reasoning, and use of that knowledge—the skills that are developed through inquiry.”National Research Council, National Science Education Standards.(Washington, DC: National Academy Press, 1996, p. 6.While formative assessment is essential when teaching science through inquiry, this powerful te
Workshop II: Assessing Process Skills Participants learn how to observe and interpret students’ use of the process skills of science (about 3 hours). Workshop III: Effective Questioning Participants identify questions that are useful for eliciting students’ ideas and for encouraging the use of science process skills (about 2 hours).
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Workshop II: Assessing Process Skills Participants learn how to observe and interpret students’ use of the process skills of science (about 3 hours). Workshop III: Effective Questioning Participants identify questions that are useful for eliciting students’ ideas and for encouraging the use of science process skills (about 2 hours).
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