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Advice, evaluation, grades-none of these provide the descriptive information that students need to reach their goals. What is true feedback-and how can it improve learning? Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement. Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has "struggled to understand the concept" (p. 173). And many writings on the subject don't even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't.

Answer key for Everyday Math assessments.

an amazing source of rubrics of all kinds. Used it a few times last year as a base for my own rubrics

"Three Ring unlocks the power of your mobile phone or iPad. Now it's easy for teachers and students to document evidence from the classroom. Capture anything, regardless of format, in just seconds. Take a picture of any paper, drawing, or board work. Record presentations or discussions with audio or video. Students can upload their own work from any mobile device or computer."

These 160 math projects, from schools across the US, provide overviews, activities, assessment rubrics, work product descriptions, and ideas for reflection. 

More sophisticated practice with S-V agreement (e.g., niether, more challenging sentence structure, etc.) than what is in the initial introduction to S-V agreement in Shurley Grammar. Self-assessment with answer key.

In the fall of 1865, Sidney Andrews, a northern-Illinois-based journalist, set out to take stock of the post-war South, traveling extensively in South Carolina, North Carolina, and Georgia-attending state constitutional conventions and speaking with people from a variety of backgrounds. His scathing assessment gave ammunition to those advocating a more aggressive Northern hand in Reconstruction: he wrote disparagingly of a widespread lack of education and culture, an undemocratic caste system, festering racial tensions, and entrenched anti-Union sentiment.  His reports were published in The Atlantic and elsewhere, and the topic proved to be of such interest to Northern readers that some of his writings were gathered in an 1866 book, The South Since the War.  In the congressional elections that year, advocates of much harsher policies toward the South swept to power, and for the following decade-known as the years of "Radical Reconstruction"-the South would be subjected to firm rules imposed by Congress.

We need to develop more learning opportunities where students constitute the actual evaluators for the work itself. Imagine if students, teachers and others evaluate and provide feedback to determine the effectiveness of a student's creation: Develop an 60-second speech to be shared with the student council and three advertising posters to be copied and placed around school to decrease bullying. Your work will be evaluated according to our rubric by the students in our class, outside professionals and me - as the teacher. These are the experiences that push learning beyond a one-way conversation between student and teacher. They demystify the assessment process and allow each student to be a creator and simultaneous evaluator, providing multiple experiences for students to recognize and apply the criteria for quality"

ReadWorks provides over 1,000 non-fiction reading passages with question sets to support reading activities. Good practice for standardized tests.

"BLCFeatureTopicIn this episode of the November Learning Podcast Series, Alan November speaks to Ian VanderSchee, an upper level mathematics teacher at Coppell High School, in Texas. The two discuss Ian's implementation of Alan's "First 5 Days" ideas at the start of this school year and how these ideas have positively impacted his students ever since. To learn more about these and other possible "First 5 Days" implementations, we encourage you to read Alan's book, Who Owns the Learning, and we invite you to attend the Building Learning Communities conference being held this summer in Boston. You can learn about both of these on our Web site at http://www.novemberlearning.com. You might also share your thoughts and stories about the "First 5 Days" on Twitter, using the hashtag #1st5days."

By Kuhn & Schwanenflugel.