Using the formative assessment Rubrics.pdf

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Using the Formative Assessment
Rubrics, Reflection and Observation
Tools to Support Professional
Reflection on Practice
Commissioned by the Formative Assessment for Teachers and Students
(FAST) State Collaborative on Assessment and Student Standards
(SCASS) of the Council of Chief State School Officers (CCSSO)
Member States: Arkansas, Connecticut, Hawaii, Illinois, Iowa, Kansas, Kentucky,
Maryland, Michigan and North Carolina
By Caroline Wylie and Christine Lyon, Educational Testing Service
May 2013
Formative Assessment
for
students
and
teachers
Acknowledgements
Grateful thanks are extended to the members of the FAST SCASS who were generous in their time providing helpful
feedback and suggestions. Particular thanks to go Margaret Heritage (UCLA/CRESST), Jim Popham (professor
emeritus UCLA), Kim Young (Michigan), Ed Roeber (Michigan), Colleen Anderson (Iowa), Sarah McManus (North
Carolina), Carmella Fair (North Carolina), Saundra Hamon (Kentucky), Joe DiGarbo (Connecticut), Sherri Thorne
(Arkansas), Suzanne Knowles (Arkansas), and Gil Downey (Illinois) for feedback and sharing of state materials to
inform the contents of this document.
In addition, particular thanks to the teachers who took time from an already busy schedule to review drafts of
this document: Carlethia Houston, Samantha Newkirk (Arkansas), Gail Felberbaum, Steven Tobitsch (Connecticut)
Jonelle Flight, Marti McGurk, Francine Hughes, Brian Ito, Irene Kamimura, Kim Anthony-Maeda, John Newkirk, Ellen
Nishioka, Holly Polk, David Shimoda, Rampal Singh, Sherry Yamaguchi (Hawaii), Paul Bristol-Ososki (Kansas), Ashley
Eggleston, Adrienne Gilby, Diane Gore, Natasha Norins, Myra Scott, and Leigh Ward (North Carolina).
Preface
Peer observation of and reflection on teaching
practice supports professional learning and
continuous improvement. The
purpose of this
document
is to provide guidelines and resources
for use in observations and reflections on
formative assessment practices. Sections of the
document address:
1
The concepts of formative assessment can be
captured through a series of three questions that
students and teachers are engaged in answering:
1
2
3
Where am I headed?
Where am I now?
How do I close the gap?
Background information on
formative assessment;
Discussion of the value of informal
self-reflection or peer observations
as a way to improve formative
assessment practice;
A set of rubrics for ten dimensions
of formative assessment practice;
and
Guidelines for how to use both the
self-reflection and peer observation
tools.
2
3
4
Students can answer in the following way:
(1) clear learning goals provide the direction for
where learning is headed; (2) ongoing formative
assessment including self- and peer assessment
provides information about where students are
in their learning currently; and (3) closing the
gap between intended and current learning can
be done through teacher or student feedback,
or a wide range of instructional adjustments or
adaptations based on the evidence collected.
Improving teachers’ formative assessment practice
is an ongoing cycle that asks the same series of
questions: (1) Where am I headed? (2) Where am
I now? (3) How do I close the gap?
There is the parallel between
student learning
supported by formative assessment, and
teacher
professional learning,
as shown in the figure below:
WHERE AM
I HEADED?
Highest level
of the rubrics
?
WHERE
AM I NOW?
Self-reflection, feedback
from peer observation
HOW DO I
CLOSE THE GAP?
Development plan,
observe peers, support
from learning
community
?
?
¹ Ramaprasad, A. (1983). On the definition of feedback.
Behavioral Science, 28(1):
4-13.
Wiliam, D. (2004, June). Keeping learning on track: Integrating assessment with instruction. Presented at the 30
th
International Association for Educational
Assessment Conference, Philadelphia.
3
• Examining the rubrics provided in this document is one way to address question (1) Where am
I headed? The rubrics reflect the ten dimensions of formative assessment that together form an
integrated set of formative assessment practices.
• Using self-reflection against the rubrics and getting feedback from a peer observer are ways to address
question (2) Where am I now?
• Developing a plan of action, observing peers who are experts in a particular area and/or getting
support from a learning community are ways for advancing through the stages of implementation
once areas of formative assessment are identified for improvement, and these help address question
(3) How do I close the gap?
Included in this document is a set of rubrics and tools to support self-reflection and peer observation. The
observational tool described in the document focuses on the general formative assessment strategies that
teachers should employ. Effective instruction addresses content understanding, elicits student thinking in
depth and makes adjustments in teaching as needed, while also using the formative assessment practices
described in this document.
The rubrics and tools can be used within the context of school-based professional development, with
formal or informal groups of teachers, or by individuals who are interested in improving formative
assessment practice.
Advice: Skim through this entire document for a sense of what is included
and then return to specific sections for a closer read as needed.
These rubrics along with the reflection and observation tools have not
been developed for summative evaluations. They should not be used for
that purpose without first studying their validity and reliability, creating a
training and certification system for observers, and developing a process to
monitor observer accuracy on an ongoing basis.
4
Table of Contents
1 - What is Formative Assessment? ........................................................................................
2 - Why Use an Observation Tool? ......................................................................................
3 - Becoming Familiar with the Rubrics for the Dimensions of Formative Assessment ..........
4 - Becoming Familiar with the Classroom Observation Tool
4.1 - Self-Reflection ..................................................................................................
17
4.2 - Peer Observation .............................................................................................
5 - Using Frequency Indices to Support Self-Reflection .......................................................
6 - Rubrics for the Dimensions of Formative Assessment ....................................................
7 - Resources for Observations
Self-Reflection Resources
Teacher Self-Reflection Form
......................................................................................
Reflection after Completing Multiple Teacher Self-Reflection Forms
................................
Teacher's Use of Evidence to Inform Instruction
............................................................
Students' Opportunity to Self-Assess/Assess Peers' Work
...............................................
Peer Observation
Observed Teacher’s Description of Teaching Episodes
...................................................
Peer Observation Note-Taking Form
............................................................................
Post-Observation Discussion Prompts
..........................................................................
Peer Observation Summary Form
.................................................................................
54
55
56
57
50
51
52
53
20
26
29
7
10
12
Action Plan ...................................................................................................................
58
Summary of Ten Dimensions of Formative Assessment ..................................................
59
5

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