2.  Assessment Match  Match the assessment with the appropriate category  Table talk – how did everyone classify the assessments?

3.  Food for Thought! What we need is a shift from quality control in learning to quality assurance. Traditional approaches to instruction and assessment involve teaching some given material, and then, at the end of teaching, working out who has and hasn’t learned it – akin to a quality control approach in manufacturing. In contrast, assessment for learning involves adjusting teaching as needed while the learning is still taking place – a quality assurance approach. Quality assurance involves a shift of attention from teaching to learning. The emphasis is on what the students are getting out of the process rather than on what teachers are putting into it. - Dylan Wiliam

4.  Formative assessment should be used as an assessment for learning rather than an assessment of learning › It should drive what kids are doing and shape their learning

5.  Teachers are good at assigning formative tasks, but research has shown little use of formative assessment to take action

6.  Teachers should never let students leave their classroom without figuring out what they have learned in order to use it for decisions about tomorrow’s teaching

7.  Rather than focusing on changing how teachers think, coaches must shift to changing how teachers act in order to change their thinking

8.  In response to teachers who claim they have no time for formative assessment: › Other initiatives will not make a difference if we don’t assess what students have learned and adjust our teaching as necessary

9.  http://www.youtube.com/watch?v=sivRt g04xrc http://www.youtube.com/watch?v=sivRt g04xrc

10.  Wiliam’s Five Key Strategies for Embedded Formative Assessment: 1. Communicating learning outcomes (the author prefers “intentions”) and expectations 2. Choosing the best instructional strategies 3. Providing opportunities for feedback 4. Engaging students in the role of peer instructor 5. Providing opportunities for student ownership of their learning