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CSTA Professional Learning Series: Formative Classroom Assessment for Teachers (Apr, 2021)

A 3-part series aimed at building teachers’ formative classroom assessment literacy!

When: Three 1-hour sessions in April 2021

  1. Thursday, April 15 from 5-6pm CT: What/Why/How of Formative Assessment
  2. Thursday, April 22 from 5-6pm CT: Quiz-Based Assessment Items
  3. Thursday, April 29 from 5-6pm CT: Misconceptions & Action Planning

Session Presenters: Bryan Twarek & Dr. Shuchi Grover


Drawing on chapters in the A-Z Handbook on Teaching Programming — ‘Feedback Through Formative Check-Ins’ (by Grover, Sedgwick and Powers) and ‘Naive Misconceptions of Novice Programmers’ (by Sorva) as well as a preliminary Framework on Formative Assessment of Conceptual Learning in K-12 Computer Science Classrooms developed as part of an NSF-funded #CSForAll effort (#1943530), this workshop series is a step toward developing a Formative Classroom Assessment for Teachers module/PD-in-a-box for broader use in CS teacher professional development. 

Join us to deepen your understanding of how to adapt and use formative assessment in K-12 computer science classrooms. In this three-part series, we will present a synthesis of research and many examples, plus interactive activities to practice evaluating, adapting, and responding to assessment items. Each session will take place from 5-6pm CT on Thursdays in April: (1) What/Why/How of Formative Assessment on 4/15, (2) Quiz-Based Assessment Items on 4/22, and (3) Misconceptions & Action Planning on 4/29.

After these three sessions, we expect that participants will be able to:

  • Understand what, why, and how re: formative assessment
  • Expand types of formative assessment used (and understand the value of different types)
  • Evaluate assessment items using a framework or set of design features
  • Identify common misconceptions and select items to diagnose learning
  • Plan how to respond to assessment results

This workshop is part of the CSAssess project, in partnership between Looking Glass Ventures and CSTA and supported by the U.S. National Science Foundation under Grant No. 1943530.