Formative Assessment Toolkit
FormativeAssessmentToolkit
Table of ContentsA Snapshot of Assessments and Assessment Processes for West Virginia Schools.2Introduction.3Purpose of Document.3Our Collaborative Educator Definition.3What Formative Assessment IS versus What Formative Assessment IS NOT. 4Key Practices of the Formative Process. 4Visual: Formative Assessment. 6Visual: Parent-User Visual/Guide.7Formative Assessment Tools and ResourcesWV TREE. 8Early Learning Readiness. 9Early Learning Primary. 10Early Learning Intermediate.11Middle School/High School.12Additional Formative Tools and Resources.13Glossary.151
ASNAPSHTof Assessments andAssessment Processesfor W est Virginia MATIVEASSESSMENTA daily, educator-drivenprocess» Links evidence oflearning to standards» Personalize learningfor all students» Evidence of learningcan include worksamples, observations,anecdotal information,graded work, etc.)Optional, state-providedmodule/diagnosticassessments» Non-secure» Targeted» English language arts,mathematics andscience content areas» Available to studentsbelow grade level untilDec. 31, 2020» Available to studentsat grade level untilWVGSAOptional, state-providedcomprehensive interimassessments» Quasi-secure» Two Types» Computer adaptive» Fixed form» English language artsand mathematicscontent areas» Available to studentsbelow grade level untilDec. 31, 2020» Available to studentsat grade level untilWVGSAA required standardizedtest designed to providea snapshot of studentprogress toward collegeand career readiness inthe tested content areasWho selects the Formative assessment is aassessment?process, not an assessmentDistricts, Schools, EducatorsDistricts, Schools, EducatorsStateWhoparticipatesin it?All educators and studentsin Grades pre-K-12Students in Grades 3-8» Until Dec. 31, 2020,Grade 9 studentseligible for Grade 8testsStudents in Grades 3-8» Until Dec. 31, 2020,Grade 9 studentseligible for Grade 8testsStudents in Grades 3-8and Grade 11When does itoccur?Daily; during high-qualityinstruction; the formativeassessment process is NOTan eventDetermined by districts,schools, and/or educatorsDetermined by districts,schools, and/or educatorsDetermined by districtsat the end of the schoolyear within the timeframespecified by the stateEvidence of learning iscollected and discussedby teachers and students;evidence is organized ina way that helps teacherstailor their instructionand articulate learning tofamiliesReports strengths andweaknesses of classes andindividual studentsA continuous, daily processused to personalizelearning for all studentsTypically, a classperiod; however, can beadministered over multiplesessions/daysWhat is it?How are theresults utilized?How muchtime should bescheduled foradministration?Not a separate eventStudents may complete oneand/or two opportunitiesReports targeted dataeducators can use to adjustinstruction2Reports comprehensivedata on strengths andweaknesses of classes andindividual studentsReports comprehensivedata educators can use toadjust instructionSuggested two hours pertest» Reading Test» Writing Test» Math TestCan be administered overmultiple sessions/daysEvaluate studentachievement and learningMeet the WVAccountability Systemrequirements for theacademic achievementand progress indicatorsFor Grades 3-8, eachcontent area suggestedtwo hours per test.» ELA Reading» ELA Writing» Math» ScienceFor Grade 11, SAT SchoolDay – 5 hours; alternateassessment – 2 hours
IntroductionThe formative assessment process provides educators and students with up-to-date, often in themoment, evidence of student progress towards achievement of the intended learning outcomes.Educators and students use the evidence collected during classroom instruction to inform their dailydecisions about learning and instruction.For educators, the formative assessment process provides evidence of student learning necessary toadjust daily instruction in a manner that increases the learning outcomes for all of their students.Educators also use the evidence of student learning collected during the formative assessmentprocess to give their students feedback about their progress towards the targeted learning outcomes.In addition to creating stronger student supports in the classroom, the reflective nature of theformative assessment process also supports professional growth and increases overall educatoreffectiveness.When students receive high quality, actionable feedback about their progress toward learningoutcomes, they are able to make informed decisions concerning their short and long-term learninggoals and the strategies and tools they use to meet those goals. In this manner, the formativeassessment process creates opportunities for students to be active participants in the decisionmaking process, which increases their engagement in the classroom and supports the development ofa growth mindset.To increase student engagement and ensure that all West Virginia graduates are college and careerready, classroom instruction must fulfill the needs of all students. Designing classroom instructionwith the individual strengths and weaknesses of students in mind creates personalized learningopportunities and supports all students as they strive to achieve academic success.Purpose of DocumentThe West Virginia Department of Education’s Division of Teaching and Learning provides this toolkitto help readers understand formative assessment. It outlines the fundamentals of the formativeassessment process, highlights terminology, definitions, best practices, distinctions among formativeassessments and other types of assessments, and underscores the interdependence betweenformative assessment and educational decisions. Additionally, the toolkit offers guidance at eachprogrammatic level and easy access to online resources and tools for formative assessment practices.A Collaborative Definition for EducatorsFormative assessment is the deliberate daily process used by teachers and students during instructionthat provides actionable feedback used to adjust ongoing teaching and learning to improve students’achievement of intended learning outcomes. Formative assessment enables students to takeresponsibility for their own learning by engaging in self-assessment, reflection, goal-setting, selfmonitoring and communicating their own progress. The formative assessment process includes theuse of many assessment methods and tools to provide a continuous stream of accurate evidence oflearning.3
Formative assessment ISFormative assessment IS NOTOngoing (daily) process that teachers ANDstudents engage in DURING instructionAfter the teaching-learning cycle (betweeninstructional units or calendar periods)The communication of clear specific learninggoalsMini-versions of pre-determined summativeassessmentsA planned and intentional part of the learninggoals in a classroom while closely monitoringindividual student progress or growth towardthose goalsAlways occurring at the same time and same wayfor each student; focus solely on a number, score,or levelUsing evidence to adjust teaching and learningA specific test, event, nor a bank of test itemsgiven at the end of learning to measure overallprogress or to evaluate educational programsNon-gradedScored solely for accountabilityHighlighting the needs of each studentViewing all students as being, or needing to be atthe same place in their learningImmediate, useful and descriptive feedbackprovided to students and teachersLimited feedback weeks or months after theassessmentRelying on teacher expertise and interpretationRelying on outsiders to score and analyze resultsEncouraging students to assume greaterresponsibility for monitoring and supportingtheir own learningExcluding students from the assessment process(teacher directed)Considering multiple kinds of evidence, based on Focused on a single piece of informationa variety of tools or strategiesChart adapted from page Positions/formative-assessment single.pdfKey Practices of the Formative Assessment Process1. Clear lesson-learning goals and success criteria, so students understand what they’re aiming for;2. Evidence of learning gathered during lessons to determine where students are relative to goals;3. A pedagogical response to evidence, including descriptive feedback that supports learning byhelping students answer: Where am I going? Where am I now? What are my next steps?;4. Peer- and self-assessment to strengthen students’ learning, efficacy, confidence, and autonomy;and5. A collaborative classroom culture where students and teachers are partners in learning.(http://ccsso.org)4
Key Questions about the Formative Assessment ProcessWhat information should be collected? Student work showing progress toward learning targets(standards) should be collected.How should I collect information?The use of: anecdotal notes work samples pictures dictation student interviews graphic organizers debriefingstudent data formsobservationsquestioningexit slipsvisual representations portfolio checkjournalshand signalsmisconception checkthink - pair - shareare just a few of the ways to collect information.How should I organize information collected?The information collected may be organized in data notebooks, electronically, or in student portfolios,just to name a few.When should I collect information?Formative assessment is a deliberate process that is utilized DURING instruction. It is not adjunctto teaching but, rather integrated into instruction and learning with teachers and students receivingfrequent feedback.The remaining pages of this document provide helpful resourceseducators can use to refine their classroom integration of the formative assessment process, andshare information with families about the formative assessment process.5
THE FORMATIVEASSESSMENT PROCESSThe Formative Assessment Process: A Guide for TeachersWhat is Formative Assessment?Formative assessment is the deliberate daily process used by teachers and students during instruction thatprovides actionable feedback used to adjust ongoing teaching and learning to improve students’ achievementof intended learning outcomes. Formative assessment enables students to take responsibility for their ownlearning by engaging in self-assessment, reflection, goal-setting, self-monitoring and communicating theirown progress. The formative assessment process includes the use of many assessment methods and tools toprovide a continuous stream of accurate evidence of learning.How the Process Works Know your standards and developmental levels and be prepared to use them to inform and improveclassroom practices and to plan meaningful learning experiences.Observe students during learning. Ask questions to check for understanding.Document, document, document student work/responses.Analyze documentation. What do the responses/work samples/observations mean?» Plan for instruction based on formative assessment results.Instruct/re-teach.Reflect, assess, adjust, repeat the process.The West Virginia Department of Education’s Division of Teaching and Learning has developed a visual representation of the formativeassessment process. This representation is a hybrid of the images originally designed by the National Institute for Early EducationResearch (NIEER) and the Smarter Balanced Assessment 6/08/Using Anecdotals for Intentional Teaching.pdfFor more information and classroom resources on formative assessment, please visit the following website:https://wvde.us/tree/.6
The Formative Assessment Process: A Guide for FamiliesWhat is formative assessment?Formative assessment is a process used to gather evidence during class to change teaching forstudent success.ObserveCollect DataTeachSTUDENTssDocumentDataSuccePlan NewLessonWhat does thestudent need?How the Process Works: How can a teacher be sure your student is understanding a lesson? This is done using theformative assessment process.During a lesson, the teacher asks your child questions to see if they understand the material.During a lesson, the teacher has your child ask questions.During a lesson, the teacher has your child raise their hands if they are confused.During a lesson, the teacher has your child explain, in their own words, what they were juststudying.If a student displays difficulty, different ways are found to help the student understand. This helpsteachers be sure their students are learning what they need to know and it keeps the students fromfalling behind.For more information on how formative assessment is being used in your child’s class, contact theteacher or principal.Image adapted from: http://nieer.org/wp-content/uploads/2016/08//Using Anecdotals forIntentional Teaching.pdf7
https://wvde.us/tree/West Virginia’s online platform for educators is a one stop, grade-and/or content-specific sitehighlighting WV content standards, resources, and links that are essential to ensure high-qualityeducational programming. The resources include grade specific lessons, professional learning, andguidance documents crafted to help enhance teaching practice and guide the classroom teacher inthe art of teaching. The links connect teachers with information regarding: Grade-and/or content-specific content standards, linked to resources to support useCollege and career readiness in West VirginiaThe formative assessment processSummative assessment login and resources (grades 3-12)Opportunities for professional learningWorking with children with special needsEducator effectiveness and licensure (certification and evaluation)Guidance DocumentsProgrammatic level foundations for learningAdditional resourcesThe WV TREE is designed with the teacher’s busy schedule in mind, one stop, one focus, and tailoredfor the professional educator. This “one stop” ensures teachers will not have to scour the WVDEwebsite to find needed resources.The WV TREE is a fluid website, with the resources and content added on a regular basis.8
Foundations for High-Quality Early Learning ProgrammingEarly Learning Readiness (Pre-K – Kindergarten)Developmentally Appropriate Practices for Formative Assessment ProcessesTeachers employ formative assessment processes to guide daily instruction in earlylearning programs. Appropriate formative assessment processes provide data toinform classroom instruction. Various forms of evidence demonstrating students’progressions of learning across content areas are utilized to personalize learning.Formative assessment is the deliberate daily process used byteachers and students during instruction that provides actionablefeedback used to adjust ongoing teaching and learning to improvestudents’ achievement of intended learning outcomes. Formativeassessment enables students to take responsibility for theirown learning by engaging in self-assessment, reflection, goalsetting, self-monitoring and communicating their own progress.The formative assessment process includes the use of manyassessment methods and tools to provide a continuous stream ofaccurate evidence of learning.Teachers and students in the Early Learning Readiness grades useauthentic evidence of student learning to inform instruction andlearning during the teaching/learning cycle.Critical Considerations to Help Assure DevelopmentallyAppropriate Practices for Formative Assessment Processes: A classroom culture in which teachers and students are partnersin learning is essential for the successful implementation of theformative assessment process. Early childhood educators use the formative assessment processto inform and monitor student progress toward achievingidentified learning goals. They use this evidence of learning toinform and adjust instruction. Early Learning Standards Framework and the Standardsarticulate what young students should know, understand andbe able to do. The learning progressions within these standardsassist the educator in determining the evidence needed toimpact future learning. Students in the early learning readiness grades benefit whenteachers use the formative assessment process to ensureexperiences are available to close the gap between currentlearning and learning goals.9FormativeAssessmentImplications Instruction is crafted basedon a deep understandingof the standards and anunderstanding of howstudent learning progressesalong a learning progression.Ask Yourself: Do I have anunderstanding of all applicableContent Standards andObjectives for my grade level?Do I know how to use thestandards to design learningexperiences that will help astudent reach the goal of thestandard? Evidence of student learningis gathered during classroominstruction. This evidencemay include but is not limitedto: student observations(during any part of the day),conversations, checklists,student interviews, studentconversations, student worksamples, and photographs.Ask Yourself: Am I consistentlylooking for evidence of studentlearning related to learninggoals? Do I use the gatheredevidence to guide instructionin order to support studentlearning? Do I use evidenceof student learning to supportindividual students? Do I useevidence to articulate individualchildren’s progress to families?
Foundations for High-Quality Early Learning ProgrammingEarly Learning Primary (Grades 1-2)Developmentally Appropriate Practices for Formative Assessment ProcessesTeachers employ formative assessment processes to guide daily instruction in earlylearning programs. Appropriate formative assessment processes provide data toinform classroom instruction Various forms of evidence demonstrating students’progressions of learning across content areas are utilized to personalize learning.For
Formative assessment is the deliberate daily process used by teachers and students during instruction that provides actionable feedback used to adjust ongoing teaching and learning to improve students’ achievement of intended learning outcomes. Formative assessment enables students to take responsibility for their own
--1-- Embedded Formative Assessment By Dylan Wiliam _ Study Guide This study guide is a companion to the book Embedded Formative Assessment by Dylan Wiliam. Embedded Formative Assessment outlines what formative assessment is, what it is not, and presents the five key strategies of formative assessment for teachers to incorporate into their
Performance Assessment Score Feedback Formative 1 Date . Formative 2 Date : Formative 3 Date . Formative 4 Date : Formative 5 Date . Formative 6 Date : Summative Date Implements learning activities aligned to chosen standards and incorporates embedded formative assessment. Clearly conveys objectives in student-friendly language so that the
assessment. In addition, several other educational assessment terms are defined: diagnostic assessment, curriculum-embedded assessment, universal screening assessment, and progress-monitoring assessment. I. FORMATIVE ASSESSMENT . The FAST SCASS definition of formative assessment developed in 2006 is “Formative assessment is a process used
Formative Assessment Best Practices Part I H Gary Cook, Ph.D., WIDA Consortium Elluminate Session, Pennsylvania Department of Education April 28, 2009 WIDA Consortium ELL Formative Assessment 2 Overview Definitions Balanced Assessment Systems Formative Assessment Best Practices ELL Formative Assessment 3 Definitions
assessment professional learning system. They are stepping stones along the path. Part I. Learn About Formative Assessment 1.1 Inventory your comprehensive assessment system. 1.2 Clear up misconceptions about formative assessment. Part II. Plan For Formative Assessment 2.1 Identify elements of formative practice that you do well and those you
FORMATIVE ASSESSMENT Formative assessment is any assessment that is used to improve teaching and learning. Assessment is a three-step process by which evidence is collected, interpreted and used. Best-practice formative assessment uses a rigorous approach in which each step of the
An assessment practice is only truly “formative” if the data is used to inform instructional practice and provide support to ensure student success. To learn more about formative assessment practices, visit the D PI Formative Assessment website, or utilize the Formative Assessment Professional Learning Modules .
formative assessment. Theoretical framework of the study Looking for a working description for formative assessment alongside summative assessment in the school setting, Madison-Harris, Muoneke and Times (2012) reviewed series of literature on formative assessment and concluded that "it is a systematic, continuous process
