2. Classroom Assessment for Student Learning, Stiggins, Arter, J. Chappuis, S. Chappuis

4. Read: Chapter 1, Active Learning Through Formative Assessment by Shirley Clarke, pages 7-11

5. On the chart provided record your findings from: The Seven Strategies book, Chapter 1. (homework chapter) Chapter 1, Active Learning Through Formative Assessment by Shirley Clarke, pages 7-11

7. Assessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness.

8. Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning.

9. 9 Boy, I just shiver every time she goes for the red pencil.

10. Does calling a product or practice “formative” make it so? Are all of the tests and practices labeled as “formative” truly formative?

11. “The ongoing interplay between assessment and instruction, so common in the arts and athletics, is also evident in classrooms using practices such as ungraded quizzes and practice tests, the writing process, formative performance tasks, review of drafts and peer response groups. The teachers in such classrooms recognize that ongoing assessments provide feedback that enhances instruction and guides student revision.” McTighe, J., “What Happens Between Assessments,” Educational Leadership, Dec 96 – Jan 97, pg. 11. 11

12. “The thrust of formative assessment is toward improving learning and instruction. Therefore, the information should not be used for assigning “marks” as the assessment often occurs before students have had full opportunities to learn content or develop skills.” Manitoba Education and Training, Reporting on Student Progress and Achievement: A Policy Handbook for Teachers, Administrators and Parents, Winnipeg, 1997, pg. 9 12

13. Who uses the formative assessment information? Teachers and Students How can we involve students more in the assessment process?