This document contains a summary of strategies for formative assessment and feedback. It includes 3 strategies: 1) Having students go over recent tests in small groups to remedy gaps in understanding before asking the teacher for help. This improves student understanding while saving teacher time. 2) Training students to prepare for tests by generating and answering their own questions, which leads to better performance than conventional test preparation methods. 3) Having students use the "find it and fix it" technique to review tests by finding incorrect answers and correcting them.

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Darren Kuropatwa
Curriculum Coordinator
St. James-Assiniboia SD
15 March 2013
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3. A Quick Create: Teaching
"Create a photograph that features
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cc licensed ( BY NC ) flickr photo by moriza:
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http://flickr.com/photos/vexrobotics/7111520573/

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learning
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cc licensed ( BY ND ) flickr photo by Hamad AL-Mohannna:
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20. grading = reducing learning to a symbol
Joe Bower

21. [division name]
Grades 9 to 12 Report Card
[school name]
Student: Date Issued: Provincial Student #:
Academic Achievement of Provincial Expectations Percentage Grade
Thorough understanding and in-depth application of concepts and skills 80% to 100%
Very good understanding and application of concepts and skills 70% to 79%
Basic understanding and some application of concepts and skills 60% to 69%
Limited understanding and minimal application of concepts and skills; see teacher comments 50% to 59%
Does not yet demonstrate the required understanding and application of concepts and skills;
Less than 50%
students with a final grade of less than 50% are not granted course credit; see teacher comments
Additional Codes
Course Complete: Final grade showing sufficient evidence of learning for Grades 11 and 12
CO
Physical Education/Health Education, only
Course Incomplete: Final grade showing insufficient evidence of learning for Grades 11 and 12
IN
Physical Education/Health Education. May also be used in other courses but not as a final grade.
No exam applies NE
No mark for the school-based final exam or provincial test, where applicable NM

22. Grades cause an emotional reaction
– either positive or negative.
Feedback causes you to think and
engage, which is reflective learning
Dylan Wiliam

23. Never grade students while they are
still learning something and, even
more important, do not reward them
for their performance at that point.
Alfie Kohn

24. A mark or grade is an inadequate
report of an inaccurate judgement by
a biased and variable judge of the
extent to which a student has attained
an indefinite amount of material.
Paul L. Dressel

25. Students should experience their
successes and failures not as reward
and punishment but as information.
Jerome Bruner

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cc licensed ( BY SA ) flickr photo by Paulo Brandão:
http://flickr.com/photos/paulobrandao/2677428532/

27. 1 Students go over a recent test in small groups. This gives
them a chance to remedy some gaps in understanding
before asking the teacher for help. This saves teacher time
and improves the understanding of the student who is doing
the explaining. Also students tend to understand something
better when a peer explains it to them in ‘student language’.

28. 2 Students trained to prepare for tests by generating
then answering their own questions outperform
comparable groups who prepare in conventional ways.

29. 3
Use the ‘find it and fix it’ technique (eg you
have three answers correct out of five, find
the wrong answers and correct them).

31. th an ks