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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.

"Established Goals (ISTE NETS Standards) 2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. 4. Critical Thinking, Problem-Solving & Decision-Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Students: b. plan and manage activities to develop a solution or complete a project. 5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. Students: b. select and use applications effectively and productively. d. transfer current knowledge to learning of new technologies. Enduring Understandings: Students will understand that: Responsible digital citizens demonstrated shared characteristics, habits and attitudes. We can work together to teach others what we have learned. We can use web 2.0 tools to collaborate and communicate with a global audience. Essential Questions: What are the characteristics, habits and attitudes of a responsible digital citizen? How can we work together to teach others about responsible digital citizenship? How can we collaborate and communicate with others online? Assessment Evidence GRASPS Task Goal: Your goal is to produce a multimedia handbook about basic technology tools and digital citizenship for ISB

"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."

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"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."