Chapter 1 Formative Assessment

(sources – ask P. Gravenor) Effects Teachers who utilize formative assessment see dramatic results… …on standardized achievement tests …with low performing students …in closing the achievement gap (sources – ask P. Gravenor)

Assessments Formative Collection of practices Improves learning Carried out during instructional process Not the instrument but the USE of the info to adjust teaching The closer to everyday instruction the more powerful it is Summative Used solely to make judgment about a level of competence Purpose of communicating that competence to others Evidence of student achievement Accountability

Goal Developing the power within the students to monitor their own work DURING production. See Seven Strategies of Assessment for Learning (p. 11)

Strategy One Clear Targets Chapter 2 Strategy One Clear Targets

Performance Goal vs. Learning Goal Performance = What they DID Learning = What they LEARNED Objectives should be student friendly and focused on learning – not activities Make intended learning clear to students “I can…” or “I am learning to….”

Define Quality Student friendly rubric suited to the task to describe important elements of quality General vs. specific rubrics Selecting (or creating) samples of a continuum of work

Chapter 3 Strategy 3 Feedback

Effective Feedback Focus on quality, not just quantity Coaching value - student should be able to act on feedback Identification - Helps students identify where they are now with respect to where you want them to be

Qualities of Effective Feedback Attention to intended learning: gives strengths and specifics for improvement Occurs DURING learning Addresses partial understanding not complete lack of content knowledge Does not do the thinking for students Limits corrective info to amount of advice the student can act on

Tips Praise the progress of the work not just simply the learner Formative assessment grades alone are NOT effective feedback; assigning grades to practice work can inhibit further learning Feedback must be delivered while there is still time to act upon it and impact learning (before the summative assessment)