1. Chapter 1
Formative Assessment

2. (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)

3. 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

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

5. Strategy One Clear Targets
Chapter 2
Strategy One Clear Targets

6. 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….”

7. 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

8. Chapter 3
Strategy 3 Feedback

9. 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

10. 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

11. 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)