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Assessment for Learning

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Formative Assessment Using evidence of student learning to adapt teaching and learning to meet student needs. ~Dylan Wiliam

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A General Model What do we want students to know and be able to do? (Standards) What do students know? What can they do? (Assessment) How do we move from here to there? (FORMATIVE ASSESSMENT)

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Formative Assessment Strategies Share learning intentions and criteria(Set and share goal/target for student learning) Elicit student thinking and evidence of understanding(Solicit and listen to comments from students comments, answers, questions, or problems related to goals)

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Formative Assessment Strategies Provide effective feedback that moves students forward Engage students in peer- and self- assessment(Asks questions that encourage students to think) Use formative assessment information in instructional planning

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Sharing Learning Intentions Set and share goal/target for student learning “Essential Questions” “Concept Word”

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Eliciting Student Thinking & Evidence of Understanding A rectangle has a perimeter of 80m. The length of the rectangle is 20m more than its width. What are the dimensions of the rectangle?

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Is that the only solution? How do you know?

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Opening Questions Up to Probe for Understanding What is the next step? VS. What could you do next and why? How could you proceed from here? How do you know the solution you get from elimination is a solution to both equations?

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Feedback that Moves Students Forward How do we typically provide feedback? Does it move students forward? What the research suggests

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Key Features of Effective Comments Comments should identify what has been done well and what still needs improvement Comments should further provide guidance on how to make that improvement Instruction should provide opportunities for students to follow up on comments

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Feedback that Moves Students Forward Think outloud!! Work your assigned problem, as you would ideally want your students to respond. (Explain How? Justify How do you know? or Why?) Read student responses on reverse. Rather than correct the student responses, write questions to elicit improved responses. Quiz review, how many chose answer ….Explain your answer choice.

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Student and Teacher use of Formative Assessment Results In what ways did you adjust instruction based on results from a FA activity this month? How did students react to the use of FA activities that were not graded but used to help them know their level of understanding? How can we increase the student use of FA results?

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