ollie_4: Article: Attributes from Effective Formative Assessment (CCSSO) - 1 views
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Learning progressions describe how concepts and skills build in a domain, and show the trajectory of learning along which students are expected to progress. From a learning progression teachers have the big picture of what students need to learn, as well as sufficient detail for planning instruction to meet short-term goals. 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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keyna day on 07 Aug 12Our school is working on this and I believe we're doing an excellent job with posting/explaining our "learning targets" everyday. It is an excellent way to keep teachers and students focused on its learning goals. There is still more to apply and tweak but this is where I feel very confident about in my teaching.
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This information should be communicated using language readily understood by students, and may be accompanied by realistic examples of those that meet and do not meet the criteria.
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Helping students think meta-cognitively about their own learning fosters the idea that learning is their responsibility and that they can take an active role in planning, monitoring, and evaluating their own progress.
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Some high school students can burned out if they are asked to constantly think about what they are learning. What has worked has been to check with them periodically or with a performance assessment to check how they are doing with their learning. Maybe if they were "trained" earlier, they would be more receptive more often.
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