ollie-afe-2021: Article: Attributes from Effective Formative Assessment (CCSSO) - 0 views
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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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dulrich on 25 May 21What is the saying.... Culture eats Structure for lunch. If your class doesn't have the collaborative culture in place the structural changes you want to make in feedback will be less effective.
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In 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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It takes time to develop the class culture for self and peer feedback, but it provides students with so much more information than just waiting for instructor feedback. Helping students think meta-cognitively is huge, especially when looking to close gaps.
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Your idea of building culture/structural supports through collaboration and sharing is key! It allows for self-assessment through reflection and metacognitive analysis. To get students to really dig in and think about their learning through shared experience is the name of the game.
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Where am I going? Where am I now? How can I close the gap?
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One key feature of this definition is its requirement that formative assessment be regarded as a process rather than a particular kind of assessment.
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I think the term "during" is the important to key in on this statement. Formative assessment helps us keep a pulse on learning as it is happening along the way. Although summative assessment is often referred to as more high stakes, formative assessment is equally if not more important. By the time you get to the summative part of a unit it is often too late to help support students working towards mastery.
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There has been substantial interest in formative assessment among U.S. educators during recent years. Increasing numbers of educators regard formative assessment as a way not only to improve student learning, but also to increase student scores on significant achievement examinations.
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I am curious as to how often my classmates formatively assess student learning? Would you say daily, weekly, monthly? Anybody have any formative strategies that work well for them? I have had success w/ the thumbs up, down and sideways strategy...
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I do formative assessment at least weekly-- one big revelation I've been working with is that formative assessment doesn't have to be big and fancy;it just needs to show the level of understanding kids are at
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You are probably formally assessing every day. It doesn't have to be 'formal' or planned. But I imagine that each day you are gathering information that will help to drive your instruction for the following day.
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A teacher needs to have modeled good feedback with students and talked about what acceptable and unacceptable comments look like in order to have created a safe learning environment.
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Modeling what positive & constructive feedback looks like is something to definitely consider when implementing peer review in the classroom. Getting started with the process of peer review/collaboration in terms of students knowing what to do and not to do allows for safety in the process and help build a classroom atmosphere that can be engaging and student driven.
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This makes sense if students have seen feedback modeled they would have an understanding of the concept and open to giving feedback to their peers and receiving it from peers.
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opportunities for students to monitor their ongoing progress.
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involve both teachers and students
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With this kind of descriptive feedback and collaboration, the teacher clarifies the goal for the student, provides specific information about where the student is in relation to meeting the criteria, and offers enough substantive information to allow the student an opportunity to identify ways to move learning forward.
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helping students to provide constructive feedback to each other
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Constructive feedback is sometimes challenging for students. It needs to be helpful not hurtful is the phrase I try to repeat when we do utilize peer feedback. It is also interesting for me to see what kind of feedback they give each other. I can make adjustments or clarifications for future activities.
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The primary purpose of the formative assessment process, as conceived in this definition, is to provide evidence that is used by teachers and students to inform instruction and learning during the teaching/learning process.
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That is one thing I struggle with my online learners, if they don't advocate and speak up that they may be confused and their camera is off I am missing the opportunity to physically see if students udnerstand/struggling.
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I can see how that can be a challenge. I have had participants finsih a course and THEN tell me that they found the platform and technology challenging. But it's so hard to help if the communication isn't working between you and your students.
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Learning goals and criteria for success should be clearly identified and communicated to students.
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Helping students think meta-cognitively about their own learning fosters the idea that learning is their responsibility
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I wholeheartedly agree. Whether students actively take pat in self-assessment varies greatly depending on the level of course I'm teaching. I have many students that just want to know the amount of points something is worth...they aren't concerned with whether they have learned anything or not. Maybe I need to do a better job of modeling...and start earlier with self-assessment.
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process requires the teacher to share learning goals with students
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evidence-based feedback that is linked to the intended instructional outcomes
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Students can use a rubric to provide feedback to a peer by articulating reasons why a piece of work is at one level and discussing how it could be improved to move it to the next level.
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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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timely feedback
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This is what I see most colleagues struggle with. Timely to me means by the next class period; timely to others means within 2 days or one week.
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I know as teachers we have so much going on in our professional and personal life, but students need that feedback to make sure they are doing it right or can come seek extra help!! It's defiantly a balance!
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Timely feedback is so challenging! It's hard for teaachers to get all that done and not have to be working into the night. Digital tools can probably help with some of that, but it still isn't perfect!
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sense of trust between and among students and their teachers; by norms of respect, transparency, and appreciation of differences; and by a non-threatening environment.
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adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
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collecting evidence
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cators representing approximately 2
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From a learning progression teachers have the big picture of what students need to learn,
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Students build on this learning in later stages of the progression to develop an understanding that people represent and interpret the past in different ways (e.g., through pictures, plays, films, reconstructions, museum displays, and fiction and nonfiction accounts), and that the interpretations reflect the intentions of those who make them (e.g., writers, archaeologists, historians, and filmmakers). A goal for students at each level of the progression would be to investigate a set of artifacts in increasingly sophisticated ways to extract information about a particular period or event in history. Not only would such investigations support the students’ development of historical reasoning, they would also provide evidence of the students’ ability to reason in increasingly complex ways. This involves moving from the early stages of reasoning based on simple observation to the more complex stages based on indirect observation and the synthesis of multiple sources of information. 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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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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in a sixth grade math class students working in groups