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A Recursive Process

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ELD Formative Assessment & Feedback:

Session Learning Objectives

In this session, teachers will:

  • take a deeper dive into how and when to use formative assessments
  • exchange ideas and resources on formative assessment and feedback based on ELA learning targets focusing on receptive and productive language within the four domains of listening, speaking, reading and writing
  • take a deeper dive into how feedback is effective for enhancing student success and exchange ideas on how to personalize feedback for even greater effect
  • leave the session equipped with tools and resources to aid in providing effective formative assessment and feedback to their learners

ELD Program Specialist 6-12

ELD Program Specialist K-8

ELD Instructional Coach

Danielle Schiavoni

Kelly Ospina

Jeannie Krimmel

Begin

Presenters

ELD Curriculum Coordinator

Mary Geesaman

Agenda

Objectives

resources

Norms

Mentimeter

What is formative assessment?

Source: University, Carnegie Mellon. “Formative vs Summative Assessment - Eberly Center - Carnegie Mellon University.” Formative vs Summative Assessment - Eberly Center - Carnegie Mellon University, 2024, www.cmu.edu/teaching/assessment/basics/formative-summative.html#:~:text=The%20goal%20of%20formative%20assessment,target%20areas%20that%20need%20work.

The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:

  • help students identify their strengths and weaknesses and target areas that need work
  • help faculty recognize where students are struggling and address problems immediately

Formative Assessment Goal

Source: Laura Alvarez, Sri Ananda, Aída Walqui, Edynn Sato, and Stanley Rabinowitz. “Focusing Formative Assessment on the Needs of English ...” Focusing Formative Assessment on the Needs of English Language Learners , 2016, www.wested.org/wp-content/uploads/2016/11/1391626953FormativeAssessment_report5-3.pdf.

They can happen:

  • On-the fly (teachable moment)
  • Planned-for interaction (purposeful)
  • Curriculum-embedded(inserted at specific point in a unit)

Formative assessment tasks can take many forms:

  • planned and opportunistic
  • individual and group
  • brief and extended
  • informal and formal

When to provide Formative Assessments

Source: University, Carnegie Mellon. “Formative vs Summative Assessment - Eberly Center - Carnegie Mellon University.” Formative vs Summative Assessment - Eberly Center - Carnegie Mellon University, 2024, www.cmu.edu/teaching/assessment/basics/formative-summative.html#:~:text=The%20goal%20of%20formative%20assessment,target%20areas%20that%20need%20work.

Formative assessments are generally low stakes, which means that they have low or no point value. Examples of formative assessments include asking students to:

  • draw a concept map in class to represent their understanding of a topic
  • submit one or two sentences identifying the main point of a lecture
  • turn in a research proposal for early feedback

How to provide Formative Assessments

Mission: Based on your group's student-friendly learning target, develop Standard-Based Formative Assessments for each ELP level.

Group Activity

Break-Out Rooms

Guiding Question: How will you use this formative assessment to gauge student understanding of a learning target? Possible ideas: to reteach, spend more time or move forward.

The person in your group with the closest birthday to today - please share what your group discussed.

share out with the whole group

Quick Zoom Survey

How Important Do You Think Teacher Feedback Is?

Interesting Facts about feedback

Feedback When?

Twice in a lesson - during the lesson and after an assessment

Effect Size

John Hattie Effect Size ScaleHigh effect size over 0.40

Rank of Influence

Out of 150 of influence factors

15th

0.73

High Instructional effect size - Hattie Scale

Characteristics of Effective Feedback

  • Method & Media: manner of feedback. Ex. 1:1 conference, video feedback, written feedback
  • Educative Comments: teach through feedback
  • Personalized: feedback specifically about the ELs' performance
  • Measured Amounts: limit feedback corrections so ELs are not overwhelmed and shutdown; the Power of 3!
  • Tone & Voice: positive feedback 1st, then corrections
  • Timely: ASAP to have an impact

Feedback

FEEDback

What method do you use for feedback? Success rate?Examples: Video and Audio feedback are most effective according to researchHow do you personalize feedback for DLPs? For writing or speaking assignments/tests?Give an example of what meaningful, personalized feedback you provide to ELs typically

Let's Discuss:

resources

Review

Discuss & explore the function of formative assessment Collaborate to create formative assessments for ELP levels 1-4 Connect assessments to feedback Recognize the various types of feedback Analyze & share components of effective feedback Examine resources

Wrap-Up

PD Session Survey
Discuss & explore the function of formative assessment Collaborate to create formative assessments for ELP levels 1-4 Connect assessments to feedback Recognize the various types of feedback Analyze & share components of effective feedback Examine resources

Agenda

Source: Laura Alvarez, Sri Ananda, Aída Walqui, Edynn Sato, and Stanley Rabinowitz. “Focusing Formative Assessment on the Needs of English ...” Focusing Formative Assessment on the Needs of English Language Learners , 2016, www.wested.org/wp-content/uploads/2016/11/1391626953FormativeAssessment_report5-3.pdf.

Source: Laura Alvarez, Sri Ananda, Aída Walqui, Edynn Sato, and Stanley Rabinowitz. “Focusing Formative Assessment on the Needs of English ...” Focusing Formative Assessment on the Needs of English Language Learners , 2016, www.wested.org/wp-content/uploads/2016/11/1391626953FormativeAssessment_report5-3.pdf.

Source: Laura Alvarez, Sri Ananda, Aída Walqui, Edynn Sato, and Stanley Rabinowitz. “Focusing Formative Assessment on the Needs of English ...” Focusing Formative Assessment on the Needs of English Language Learners , 2016, www.wested.org/wp-content/uploads/2016/11/1391626953FormativeAssessment_report5-3.pdf.

  • Positively be here now
  • Take an inquiry stance
  • Evidence based
  • Responsible for impact
  • Stick to protocol
  • Hear all voices
  • Start & end on time