One key feature of this definition is its requirement that formative assessment be regarded as a process rather than a particular kind of assessment. In other words, there is no such thing as “a formative test.”
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ollie4: Article: Attributes from Effective Formative Assessment (CCSSO) - 14 views
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I often times hear teacher speak of formative assessment as a noun instead of a verb. (e.g. They gave their students a formative assessment today.) -
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Our administrators are telling us to do more formative assessments, they are also treating it like a noun. -
These courses have helped me recognize the difference in using the formative assessment as a "process" rather than a type of test. It makes a big difference in when and why a teacher uses the strategy. -
Ours are as well. I think formative assessment is any kind of data that helps a teacher decide what to do next in the classroom. For instance, as a music teacher, I can listen to kids sing a particular passage as a formative assessment; if they all sing it well, they are ready for another passage. If no one is getting it, then I need to slow down the passage until they have a better handle on it. If some are getting it and others aren't, then I usually try to improve another aspect of the passage (dynamics, diction, etc.) so that the strugglers get more practice on the pitches without boring the kids who already know the notes. In essence, by differentiating, I kill two birds with one stone. The formative assessment (i.e. listening to them sing it the first time) is the crucial piece here...if I just assume that they know it (or don't know it), then I have made assumptions about their background knowledge. That is the purpose of formative assessment: an assessment that formulates some further action or inaction.
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there are a number of formative assessment strategies that can be implemented during classroom instruction.
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In Science CABs we have shared the book, "Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning," by Page Keeley. The teachers seem to really like a lot of these strategies and plan on using them in their classrooms.
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Teachers don't want to know the theory and research behind a strategy...they just want the strategy or strategies that will help them help their students. I'm not a science teacher but the book you refer to sounds like a great resource for science teachers.
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Learning Goals and Criteria for Success: Learning goals and criteria for success should be clearly identified and communicated to students.
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This year in Science CAB, we have started using Learning Goals and Success Criteria with the participants. We try to post these on the PowerPoint, so everyone can see them. However, our learning goals . . . and possibly even our success criteria need work.
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Throught my work with Margaret Heritage and the Iowa Core, I found this to take much more time than I thought it would. I am still learning about how to write clear learning goals and success criteria. Practice will eventually make perfect, but I have a long ways to go! -
The first principal I worked for required that all of us clearly post the learning objectives for the day or week on our white boards. He wanted the students to know at the beginning of class what the goal was for the day and what they were expected to do. Transparency shows that we'd thought about our lesson and that the students were a part of the equation. Thinking back to my own education, I know there were too many moment when I was left wondering what we were really trying to do and why it was important! -
Any lesson or course with clear learning objectives will be a success, any without it is unlikely to succeed. -
Is it really just a matter of "communicating" goals and criteria to students? Wouldn't students benefit from being involved in the process of identifying goals and criteria? -
Purpose for the lesson and outcomes for the students (what they will be able to do). The students need to understand what they will be learning and how they will show it (rubrics). -
Also we need to communicate as instructors with our students as to how what they are learning applies in their "real" lives. -
A technique that I have used lots when starting a new topic is to ask the students what they hope to gain from it. That helps me call their attention to specific spots when we learn the new info. It also gives me their language, so I know better what words to use so they will be able to understand the concepts by connecting them to what is already familiar to them. It's powerful, especially when they see me referring to the list to see if we have met everyone's goals.
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The "and students" is important here. I often observe formative assessement being referred to as primarily for the teacher and not about how useful it is for students. -
I would agree. Most often I think of "informing instruction" as helping the teacher and do not look at "informing learning" as part of the process to help students.
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used by teachers and students to inform instruction and learning during the teaching/learning process.
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I hate to say it; but we were using formative assessment long before the conference that defined it came about...but we can all work on improvement.
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I agree that teachers are (were) very good at using formative assessment. Sometimes I wonder if when the standardized and accountability measures were put in place, teachers stepped away from their good prtactice because someone else was telling them that NCLB was the "real" measurement. Maybe we lost something?
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I like that this definition is to provide evidence. This shows we are really doing it.
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The process requires the teacher to share learning goals with students and provide opportunities for students to monitor their ongoing progress.
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Again, so important to include the student in the process, which is something that is often overlooked.
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It would be appropriate to add one more thought to this sentence: rather than teachers merely sharing learning goals, students should be involved in determining their goals.
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Haven't we learned that using rubrics to share expectations for students aids in learning. I've been learning the SINA process this past week. One of the focuses of the school in this process was making sure students and also parents knew and understood the standards and benchmarks used in their instruction. Sounds like they chose something that will increase student achievement! -
All important to involve the students; they can't just sit and absorb learning they have to actively particiapate in all facets!
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For "experienced" teachers it is a big shift from the teacher-controlled lecture to student-led learning. It is exciting to see the students actively engaged, but hard at first to "facilitate" and utilize the "teachable moments". It requires extra preparation, constantly evaluation of habits, and patience to wait for students to take ownership of the discussions and learning.
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I agree with Kathy - having the students involved in helping to set the learning goals would be great! Either way, having the students clued in to what the learning goals are is a big step to help them sort out the important pieces.
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Learning progressions describe how concepts and skills build in a domain
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This section makes me think about the Iowa Core and how it really builds from kindergarten. Teachers are often made more aware of how a skill is "built" from the ground up. -
Lori- the Iowa Core needs to be in the front of our thought process! :) -
Our biggest Iowa Core question may be, who develops learning progressions. Given the amount of time they take to develop, how can the state/AEAs/LEA work toward accomplishing this very important task?
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We have done some learning progression work as a state through some of our state content teams, but much more needs to be done in light of the Iowa Core and a broader audience needs to be involved. -
Learing progressions must be understood by all teachers. Margaret Heritage talks extensively about this being a major problem. If teachers don't understand these progressions, they won't know how to go backwards or forwards if students don't understand or have mastered concepts. IC helps some with this, but not perfectly. -
I feel like we barely got started with this process at our last meeting. I hope we spend more time on it, as I feel that learning progressions are an important part of formative assessment, and we may not get the results we want without them. -
We have spent a lot of time talking about who should develop learning progressions. In our district we use the phrase "unpacking the standard". We go back and forth. In some cases, it seems as though the teacher and student should own that learning. But sometimes, teachers, particularly in the elementary school where teachers are more generalists, they do not have the depth of content knowledge to develop rigorous learning progressions.
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Descriptive
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Constructive would be a great addition to this and is implied but should be evident.
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Helping students think meta-cognitively
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Many points in this article are connected to not only effective formative assessment, but also in the bigger realm of effective instruction.
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Totally agree - we need to teach students to intuitively know when and how to use a variety of learning and/or problem solving strategies. Schools need to focus on 1 - 2 strategies in every content area (Cornell Notetaking or Kansas Strategies) so the students really apply every day the learning strategies to help them learn all content, vocabulary, etc.
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Students have to 'see' the value in learning. If they are accountable for their own, it'll have much more meaning to them. -
Yes, that metacognition piece is so vital. Students really need to start thinking about their thinking. -
I agree with all of you. Effective instruction means knowing where your students are. Formative assessment is one of the main ways that you know that. It's difficult to imagine truly effective instruction without formative assessment.
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process used by teachers and students
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I like that students are a part of this process! We need to remember to have them assess themselves and each other as well.
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I agree. When students take ownership of their own learning, there are so many more positive results. -
Thinking of formative assessment as a process is helpful for me. Like the writing process, it needs to become a highly personalized and organic activity for every teacher. -
I agree that it is a process, an on-going instruction that provides feedback. In one of my other classes, there was a lot of discussion about how the Google calendar allows us to use formative assessment and allows us to better know our students. I think the confusion was because they think we have to have a completed project to assess when in reality, all we are assessing is the 'process.'
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The word "process" should be bold and scream out at us, as a reminder that assessment is not a one-shot deal, yet how often is that the case? We do ourselves and our students a disservice if we base our assessments on a single observavation or task. -
yes, I think of the research process absolutely needing formative assessment embedded throughout the process. Too often, students proceed through a research project, getting all the way through to the final product with no feedback and then both the teacher and the student are disappointed by a poor grade. With formative assessment embedded within the research process, students are given the opportunity to gauge their own progress and success and make adjustments as needed. End result - a positive experience for both teacher and student. -
Must agree with others on the use of the word "process". As a district administrator, I often hear about students being over-tested. The possibilities of assessments being used formatively AND/or summatively is a process. Not everyone has made the shift.
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Amy, I love your comment on Google calendar! I truly think you nailed it on the head with your response. Verbatum I agree with you 100% and hope that things start backing the process rather than an assignment. -
I have heard some look at formative assessment as a product or test vs. the broader "interactive process."
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partners
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Working as partners allows us to model better for our students and they to model for each other.
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And the teacher has to work on modeling so that the students can best see how this works. The culture of the classroom is something that must be nutured, it does not always occur naturally.
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I have found that teachers do not like to be vulnerable and have someone critique their teaching. The team must first establish trust with the peers they will be working with and understand that it is not to critique but to share ideas for improving teaching and learning for all.
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Collaboration is a difficult thing to create, because it takes the entire crew to effectively do so! -
The AIw process has a perfect venue to allow teachers to score each others instruction based on a series of rubrics.
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The trust factor between teachers and students is so important to establish the partnership. But it is hard to maintain classroom management and show vulnerability.
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sense of trust between and among students
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This will take time for students to trust each other. What scaffolding steps should teacher take before collaboration can be effective?
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The classroom culture is set by the teacher - a place where there is mutual respect, only use positive statements, encourage one another to do and be their best at all times, confront and discuss obstables, and have rules posted for working together so all students know what behavior is exptected of them.
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It is so important to build that trust and sense of teamwork. In choir, it may have been easier to see how we all needed to support and encourage each other, since the end result, the choir sound, included the sum of all members. A complicating, but perhaps helpful factor in a choir is the multiple grade levels represented. I always assign older, more experienced students and mentors for younger students. Most of the time this has worked well to build a team spirit within the group. The students do critique themselves and each other live and through recordings. Emphasis is always placed on encouraging and positive criticisms.
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The sense of trust among students must come from a teacher who models this in the classroom on a regular basis.
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adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
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This is what seems to be most often missed--using the feedback to adjust both teaching AND learning.
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We've had Lead & Learn out several times over the pasts three years to present to Data Teams. Consultants were assigned to buildings to work one-on-one with building Data Teams as well. It is a new concept for most of us - using data to drive instruction. Through the help of their awesome materials, our Data Team uses their 5 step process to collect and evaluate student data.
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Oh, Cindy! I'm so glad you mentioned those data teams (since we've been trained for the past 3 years). Data really is a key to classroom success...too many teachers just keep teaching even though students are begin left behind. Universities need to do a better job training new teachers how to NOT teach the way we've been teaching for the past century.
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I whole heartedly agree here. Too often I see this happening. It is amazing have often both teachers and students have been turned into technophobes in classrooms. I still have some students that dread doing things on the computers and all but refuse to do things with technology because they've never done it any other way. -
The word adjust is a huge word in this definition as well. Formative assessesment allows us to make changes in our teaching if what we are doing isn't having the desired result. These past two years I've spent a little time learning about the General Education Plan. If one intervention doesn't work, we need to adjust or change what we're trying. I think this is difficult for teachers as well. We get inpatient and we want to see results sooner rather than later. Yet, we need continue adjusting our instruction using the data to drive our teaching.
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Change instruction...that is what is missing!!!! Not just putting it into the grade book and moving on.
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I am in agreement with most on the point in the past teachers see the data, but keep on teaching "to cover the content". We are beginning to recognize the need to change but it requires a change in techniques and mental approach. Similar to letting Standards drive what is taught instead of the lessons identifying which Standards are covered.
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If teachers would use the feedback to adjust their instruction, I believe we would have fewer frustrated students! These two parts of the definition--process and using feedback to adjust teaching--are critically important in the whole school improvement process.
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integrated into instruction
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My big learning in my study of formative assessment is that it must be planned, even informal assessment must be planned.
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I agree. Purposeful teaching leads to better teaching and more learning by students.
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This was an ah-ha for me too. It was during our Every Learner Inquires meetings that I first realized this. I worked with a teacher who write down the key questions he wanted to ask students during the lesson I observed him teaching. He addressed all the questions he had listed. However, just remember that you don't need massive quantiies of quality questions. A few well-thought out questions can go a long way.
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Peggy, I appreciated your comment about just needing a few well-thought out questions. As educators we tend to overplan, which is fine, but we need to pull back the reigns when extended questioning etc. just isn't needed for thelearning to occur.
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My district has worked extensively with teachers to identify a purpose and the measures we will use to assess their progress. These key questions can be the measures along with a number of other strategies. I agree that many teachers over plan, we need to realize it that some students will not get it and that we need to plan for some enrichment opportunities during the lesson. This will help students stay on track.
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I agree that planning is important. Formative assessment must be a deliberate part of instruction.
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It is so important that it be a part of the instruction process, and that students be informed of the importance of their role in this process.
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the individual students.
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And that's where differentiated instruction comes in, as well as differentiated assessment!
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Because the formative assessment process helps students achieve intended learning outcomes based on explicit learning progressions, teachers must first identify and then communicate the instructional goal to students.
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Explicit and communicate are the two words that jumped out at me in this sentence. Teachers need to be explicit and thoughtful with their planning and then students need to know what the intended goals are. It's hard to hit a moving target but if we do these two things our students should have success!
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I agree, explicit and communicated expectations and criteria need to be given for the student to reach the intended goals.
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In my work I'm frequently puzzled by the number of teachers that do not embrace the importance of clearly communicating expecations to their students -
I also agree that criteria should be clear, otherwise a student does not know what direction they are heading.
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I think that sometimes the criteria and expectations are clear in my head but it is the communication that doesn't always follow through. This happens to me the first time I assign a project or paper. I learn after that first time.
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Students then need time to reflect on the feedback they have received to make changes or improvements.
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I think it's easy to hand back our papers with our feedback on it and then we move on to the next topic. But we need to go one step further and ask students to think about how they can improve the assignment based on the feedback. This might just be a quick write to get the students thinking about improving their learning.
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I also agree. And if a student hasn't mastered a skill/concept how (and why) would a teacher want to move on to a higher level skill?
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An art portfolio with past work shows this growth, but students need to be shown what to look for.
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about the particular qualities of student learning with discussion or suggestions about what the student can do to improve.
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Since improvement is the desired goal in formative assessment, this should be a priority.
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Agree! And "disscussion or suggestions about what the student can do to improve" is key. Too many times students are given non-descriptive feedback and true learning and/or improvement does not occur.
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that the interpretations reflect the intentions of those who make them (e.g., writers, archaeologists, historians, and filmmakers).
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It is very important to remember that the interpretations of historical facts never happen in a vacuum, but always reflect the worldview of the interpreter. Our students need to learn to research the background of their sources and not just take everything presented to them at face value.
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The American Memory web site (Library of Congress) has many historical artifacts that can be used in such a process. Historical inquiry is so powerful when students are able to make the connections that Deborah mentions above.
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Where am I going? Where am I now? How can I close the gap?
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Nice, concise questions for us to keep in mind as we plan objectives, goals, and formative assessment of the same.
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These are great questions! Sort of like the 'so what and who cares' questions I keep in mind when planning curriculum. Why am I teaching this and how will my students use it?
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I agree that these are wonderful questions for anyone attempting to reach a goal. These questions are useful not only for feedback from a teacher but also provide a structure for student reflection
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We must respect our students and involve them in all of the past mysteries regarding teaching and learning. It should not be an I/you situation--"we" is the pronoun of choice for classroom success.
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However, for students to be actively and successfully involved in their own learning, they must feel that they are bona fide partners in the learning process.
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This principle of being partners seems to start with the respect and trust of each role, (i.e., instructor and learner) in the assesssment process. If the process is interactive, then the teacher will be both instructor and learner as well as the student being instructor (during constructive feedback to the teacher) and learner.
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This is such a short paragraph with so many critical pieces in it! So much of what we know about how social/emotional factors impact learning gets shoved to the back of the agenda under the pressures of better test scores, etc., when it makes all the difference in the world, for exactly the reasons listed here.
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The person who has the biggest investment in the student's learning is the student. Students who understand this have the best outcome as life-long learners.
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by realistic examples of those that meet and do not meet the criteria.
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Like the emphasis on not only examples, but also non-examples. So important when teaching moving away from concrete to more abstract concepts (e.g., strengths and weaknesses of arguments). Along with discussion of the "whys" and "why nots".
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I sometimes use a college writing textbook with my students because every chapter has "professional" examples of the topic followed by two essays written by college freshmen. My "gifted and talented" students quite often attack the more realistic student essays. I have had some of the most interesting discussions as I push students to fairly and honestly identify the good qualities and areas still to improve in their own writing and in the writing of others.
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Sharing learning goals and criteria for success with students, support
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nvolving students
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Involvement--getting students to talk about what matters to them...how are they going to apply the lesson...asking them what else they might want to know1
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appreciation of differences
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Showing students you appreciate their differences is a personality trait some teachers have more of than others. Cultivating this acceptance can improve the culture and climate of the classroom, and sometimes teachers can encourage with success, this trait in other teachers.
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The teacher might first offer students a paraphrased version of that goal such as
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n self-assessment, students reflect on and monitor their learning using clearly explicated criteria for success.
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Using the evidence elicited from such tasks connected to the goals of the progression, a teacher could identify the “just right gap” – a growth point in learning that involves a step that is neither too large nor too small – and make adjustments to instruction accordingly.
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This reminds me of the British expression "Mind the gap." This is a compelling argument, but I wonder about the simplicity of application. Is it feasible for a teacher to give "frequent feedback" of such a high quality that s/he is making sure that every students is in his/her zone of proximal development and then adjusting instruction accordingly. If teachers are to move away from industrialized models of education, then changes in the learning environment need to occur as well. I'm feeling like a Detroit auto executive in the late 1980s.
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However, student- and peer-assessment should not be used in the formal grading process.
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Should teachers ever grade peer feedback? Students flock around Student A because she gives in-depth and insightful comments to their work. Student B finds to comma errors and tells his single partner that the essay is "good." Should these students be evaluated? Should they evaluate themselves? Or is this just punishing them with rewards? (I can't think of the title that I'm attempting to steal here.)
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In this type of classroom culture, students will more likely feel they are collaborators with their teacher and peers in the learning process.
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I like the word collaborators used in describing the students in what we are working toward for all classrooms.
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n addition to teacher feedback, when students and their peers are involved there are many more opportunities to share and receive feedback.
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I think we leave peer and self-assessment behind in the quest to accomplish all that is required in a 45 minute class period. There are so many online tools and formats that might fill the need for increased peer and self-assessment. Why not encourage backchannel reflections during a presentation? A site such as http://www.chatzy.com/advanced.htm might be one way for this to be accomplished.
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in an eighth grade writing class the students are learning how to construct an argument. They are focusing specifically on speech-writing and have examined several effective speeches, both from prominent speech-makers in history and from previous years’ eighth grade students.
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Like this lesson idea. I wonder what speeches they are listening to or viewing. I wonder how one can get these to share in class.
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What can you do to improve or strengthen your opening paragraph?”
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This is a great way to give feeback on a weak element in writing because it causes interaction with the student, dialogue, reflection, and revision. One can be sure that with this simple question the student will revise and, in turn, grow as a writer.
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I agree, this is a great questin for students to think about their work and revise it on thier own, without being told what to write.
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purposefully planned
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In addition to communicating the nature of the instructional goal, teachers must provide the criteria by which learning will be assessed so that students will know whether they are successfully progressing toward the goal. This information should be communicated using language readily understood by students
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This section brings to mind last week's discussion of rubrics - clear expectations expressed in student-friendly language. While I think of rubrics as guides for students, I also think of them as summative assessment tools. Is there a blurring of summative and formative assessment?
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I think they can be blurred. Once the purpose of an assessment is identified, it can be used a number of different ways. ITBS can be formative if data is examined with a formative task in mind just as much as it can be summative. Not?
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Learning goals and criteria for success should be clearly identified
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4. Self- and Peer-Assessment: Both self- and peer-assessment are important for providing students an opportunity to think meta-cognitively about their learning.
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close the gap between students’ current understanding and the desired goals
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goals
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goals
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goals
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I definitely think this is very important to look at in the big picture. There are school SMART goals that need reached as well as individual student goals. The two cannot be mutually exclusive and too often they are thought to be so.
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It should say best used by educators AND LEARNERS, since it is all about how students learn, as well as, how we teach
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instruction. A second important part of the definition is its unequivocal requirement that the formative assessment process involve both teachers
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There are five attributes that have been identified from the literature as critical features of effective formative assessment
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This outline of 5 attributes is very powerful! Easy for any teacher to get their hands around this. I could see PLCs spenind an entire year talking about even on eor two of these or a principal developing walk-through with these. Thanks for including this article in our reading.
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To support both self- and peer-assessment, the teacher must provide structure and support so students learn to be reflective of their own work and that of their peers, allowing them to provide meaningful and constructive feedback.
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A former colleague had her students use MovieMaker to record messages to their parents for conferences. She reported that students were thoughtful and sincere as they described accomplishments as well as goal areas.
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Students are not automatically reflective. Providing support and feedback to the student on how they are utilizing formative assessment makes sense.
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I think it is important to make sure that students have the structure and organization necessary to help assist their learning. The management piece of this cannot be forgotten.
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students can be encouraged to be self-reflective by thinking about their own work based on what they learned from giving feedback to others
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Perhaps this would help students learn to provide better feedback to peers. Even after teacher modeling, many students have difficulty moving beyond superficial compliments to provide thoughtful, constructive comments.
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two stars and a wish
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I like this idea! It seems like a good (friendly and safe) way for peers to evaluate each other. Since each student is required to give a "wish" nobdy should get upset about providing or receiving a suggestion for improvment.
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I like this as well. Phrasing can be so important. This puts everything in a very positive light. Instead of this is what you did wrong, the wish looks at what you could do better. The outcome is the same, however.
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I have seen this in action before, and it really does help the feedback to be constructive and not offensive.
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non-threatening environment
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I like this part best! As early childhood teachers we understand the importance of a "safe" learning environmnet. Children need to feel secure in thier environment in order to be able to give and accept feedback and learn to the best of thier abilities! :)
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Have we taught students that feedback is punative and not for encouragement and to extend the learning/
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I agree that this has to be established, first. I often encourage teachers to take those first couple of weeks of school to establish that atmosphere of trust--not just between the teacher and students, but also between students and students. Then the focus can be on learning!
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Formative assessment is not an adjunct to teaching
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Formative assessment is essential to learning. It's something that is NOT supplementary or something that might be nice to do. Formative assessment imust be part of teaching and learning. Yet as I consider my educational career, it seems that formative assessment has become a buzz word in education only relatively recently. As we continue to look at ways to increase student achievement, formative assessment is something that needs to become a permanent part of our "educational vocabulary."
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It is part of teaching, and has been, but it is an important new focus, and is being explained more explicitly than ever before.
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they monitor and take responsibility for their own learning
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Students have to take ownership of their learning, and learn to monitor themselves. It's hard for teachers to let go of the reins! -
I agree that is one of the most difficult things; as we like to be in total control.
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should avoid comparisons with other pupils
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This is a really important statement, as I still remember being compared (not favorably) to other students in front of the entire class when in 6th grade.
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Too often I see kids comparing themself to their peers and if we can get away from this and focus on an assessment that underlines what the individual child is doing and improving off of year-to-year showing this to the student hopefully they will get a sense of fulfillment in knowing their is growth in their cognitive development.
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teachers and students receiving frequent feedback
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Sometimes feedback has a tendency to be one sided. It is good to see that both teacher and student should have feedback so that both can adjust.
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This two way feedback is really an enhancement of the Madeleine Hunter model and goes beyond just the teacher checking for understanding.
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I like that it is stated that formative assessment is not an adjunct to learning, but integrated. It is part of our instructional process.
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the teacher clarifies the goal for the student, provides specific information about where the student is in relation to meeting the criteria,
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Just saying "good job" or "needs work" does not help a student. Specifics are important.
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their responsibility and that they can take an active role in planning, monitoring, and evaluating their own progress
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I think that this ties in with a student centered classroom. Students are responsible for their learning and not just relying on the teacher to be the sole provider of feedback.
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For example, students can work in pairs to review each other’s work to give feedback.
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I like this idea, students can learn a lot from providing postive or constructive feedback for their peers. I would think it also helps them improve their own writing when they learn ideas from their peers.
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I agree. With the teacher's guidance this is one of the best learning environments.
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determine how formative assessment may best be used by the nation’s educators.
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This states "best used by" tells me that it should be a useful tool that reduces the daily tasks of the classroom teacher and not documentation tasks that sit on the bookshelf.
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informal observations
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Often the informal observations yield just as much information as the purposefully planned techniques. Walking around small groups and jotting down snippets of conversation gives a lot of information.
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In the year following, the FAST SCASS and FA Advisory Group isolated the attributes that, based on the research and current literature, would render formative assessment most effective.
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Our district has been working with AfL for several years, but I have not had the opportunity to read this article before. It is great! Great synthesis and easily difenstible. Would love to (and intend to) use with principals and teachers.
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itions of formative assessment and related research. The FA Advisory Group and FAST SCASS devoted substantial effort to clarify the meaning of “fo
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the individual teacher
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evidence
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A teacher needs to have modeled good feedback
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sufficient detail
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I often wonder how much I miss in my instruction or learning due to not enough specificity in many areas of the process. For examle, are the learning outcomes stated in enough detail; do the assessments provide enough detail, etc.?
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They are able to connect formative assessment opportunities to the short-term goals to keep track of how well their students’ learning is moving forward.
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I think this is important for the students to know, also. Some learning styles have a difficult time learning one piece unless they can see how it fits into the bigger picture. Helping the students understand how the short term goals all fit together would be so helpful for these students. And formative assessment is a great way for both teacher and student to make sure they are on track.
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through pictures, plays, films, reconstructions, museum displays, and fiction and nonfiction accounts
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These creative activities for students use so many excellent questioning techniques as students compare and contrast, and in the evaluation and synthesis of ideas.
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