This document discusses formative assessment and establishing a growth mindset school culture. It begins by introducing the FIT framework and how formative assessment and school culture can improve teacher effectiveness and student achievement. It then discusses establishing learning targets and checking for understanding through formative assessments. Different types of formative assessments are presented, including generative sentences, writing models, and RAFT writing. The importance of giving targeted feedback focused on learning targets is emphasized, with examples of different levels of feedback. The document stresses using formative assessment for feed forward, having students revise and improve based on feedback before being graded. Overall, the document provides information and examples about establishing a growth mindset culture, setting learning targets, implementing formative assessments, and using

1. SCIENCE LINKS Handouts
(IMPLEMENTING A FORMATIVE
ASSESSMENT SYSTEM)

2. Essential Question
•How can the FIT framework, specifically school
culture and formative assessment, help us START
TO strategically and effectively “improve teacher
effectiveness to and positively impact student
achievement” in our respective schools/ school
systems?

3. Fisher, Douglas. 2014. FIT Teaching. Presentation at the 2014 Rex AECON. Oct. 13, 2014. Manila, Philippines

4. Intentionality
Do you have policies, programs, and
actions that ensure that each
student achieves?
Are these created and carried out with
awareness and deliberation,
reliably and consistently,
and as part of a purposeful plan?

5. SCHOOL CULTURE
Fixed and Growth Mindset

6. Fixed vs. Growth Mindset
Dr. CarolDweck
Fixed
Growth
www.mindsetworks.com

7. FIXED MINDSET
• Believes intelligence is a fixed
trait.
• Must look smart; hides
mistakes and deficiencies.
• Looks for tasks s/he knows
s/he will be good at and
avoids those which don’t
come naturally
• Has a difficult time recovering
from failure; will disengage
GROWTH MINDSET
• Believes intelligence can be
changed and developed.
• Considers learning as most
important.
• Looks for challenge; will exert
the effort and persist despite
setbacks
• Learns from mistakes and
works at overcoming
deficiencies.

8. Create a “risk-free” learning environment.
Teach a growth mindset.
When introducing a task:
• Today, I want you to challenge yourself.
Stretch to learn this challenging material. I am
here to help you do it.
• This is just the first draft. You’ll have lots of
chances to improve it.
• We’re in the learning zone in this classroom.
Mistakes are our friends.
Mindset Works, Inc. 2002-2012. Gorwth Mindset Framing. Available at www.mindsetworks.com.

9. Create a “risk-free” learning environment.
Teach a growth mindset.
When they struggle despite strong effort:
• Ok, so you didn’t do as well as you wanted to.
Let’s look at this as an opportunity to learn.
• When you think you can’t do it, remind
yourself that you can’t do it YET.
• Let’s stop here and return tomorrow with a
fresher brain.
Mindset Works, Inc. 2002-2012. Growth Mindset Feedback. Available at www.mindsetworks.com.

10. Fisher, Douglas. 2014. FIT Teaching. Presentation at the 2014 Rex AECON. Oct. 13, 2014. Manila, Philippines

11. FORMATIVE ASSESSMENT

12. WHAT IS FORMATIVE ASSESSMENT?

13. Based on:
William, Dylan. 2011. Embedded Formative Assessment. Indiana: Solution Tree Press.
“Formative” does not refer to the assessment itself, but to the
FUNCTION that evidence from the assessment serves.
The assessments, as well as the decisions to be made afterwards,
may be made by teacher, learners, or peers.
Decisions are about the next steps of instruction.

14. Formative assessment
Key processes
–Establishing where the learners are in their learning
–Establishing where they are going
–Working out how to get there
Participants
–Teachers
–Peers
–Learners

15. FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT
PURPOSE
Provide feedback to both
teacher and student about
current progress toward a
learning target
Measure of student mastery
(?)
WHEN CONDUCTED
Throughout the unit 
constant improvement
Interim, End of Unit
ACTION TAKEN
(TEACHER)
Throughout the unit  CFU,
next steps to “get him/her
there”
Pass/ Fail,
Predictive purpose
ACTION TAKEN
(STUDENT)
BRINGS ACTION BACK TO THE
STUDENT self-monitoring,
constant improvement, self-
regulation to “get myself there”

16. Metaphors
When the cook tastes the soup it is formative,
when the guests taste the soup it is summative.
~Bob Stake

17. Formative Assessment asks…
Where am I going?
• FEED UP
Where am I now? How am I doing?
• CHECKING FOR UNDERSTANDING, FEEDBACK
Where am I going next? How do I get to the next step?
• FEED FORWARD

18. FEED UP: ESTABLISHING
PURPOSE
ESTABLISHING PURPOSE: Where am I going?

19. A clear
learning
target
establishes
criteria for
success
http://www.lylcoach.com/wp-content/uploads/2013/02/Target.jpg

20. Want to motivate students?
Build their
sense of
competence

21. Objectives
• Derived from
content
standards
• In teacher
language
• Guides
instruction
across a unit

22. SMART Objectives
(Haughey2010,inFisherandFrey2011)
S Specific, significant, stretching
M Measurable, meaningful, motivational
A Agreed-upon, attainable, achievable,
acceptable, action-oriented
R Realistic, relevant, reasonable, rewarding,
results-oriented
T Time-based, timely, tangible, trackable
Fisher, Douglas and Nancy Frey. 2011. The Purposeful Classroom: How to Structure Lesson with Learning Goals in
Mind. Virginia, USA: ASCD.

23. The Learning Purpose states:
https://openclipart.org/image/300px/svg_to_png/98395/1290806188.png
• the knowledge, skills, and
enduring understandings they
will learn
• how they will demonstrate that
understanding

24. Learning Purpose
• For students
to know and
understand
• In student-
friendly
language
• For a day’s
lesson

25. Establishing Purpose
engages the students
as partners in the
learning process
allows them to approach their work strategically.

26. When establishing purpose…
State and explain the success criteria.
– Success criteria must be clearly related to the
learning target and must be useful in determining if
the student has mastered the learning target.

27. Turn and Talk
• What is the difference between a learning
objective and a learning purpose/ target?
• Why is it important to “establish purpose”?

28. Keeping Track of Student Progress Minute by Minute, Day
by Day
CHECKS FOR UNDERSTANDING

29. Design the Check for Understanding so that it can:
Identify students that do
not have a complete
understanding of the
concept
Provide interpretable
information about what the
student does and does not
understand

30. Exit Ticket
• What is the main idea of the paragraph? How
do you find the main idea of the paragraph?

31. An Example: Mental Math
Mini-Whiteboard: Explain how you got your
answer. Raise your white board as soon as you
have the answer.
____ is 25% of 100.

32. An Example: Mental Math
Mini-Whiteboard: ____ is 25% of 100.
Possible answers and information
for teacher:
• Conceptual understanding of
percent of a number
• Correct equivalents of common
percentages
If doing it the “long way”:
• Decimal or fractional equivalent
of percent
• Correct multiplication of decimal
numbers

33. An Example: Mental Math
Mini-Whiteboard: ____ is 25% of 100.
Possible answers and information
for teacher:
• Conceptual understanding of
percent of a number
• Correct equivalents of common
percentages
If doing it the “long way”:
• Decimal or fractional equivalent
of percent
• Correct multiplication of decimal
numbers

34. Checking for Understanding IS:
• Formative
• Systematic
• Planned
• Left until the end of the unit or school year
Checking for Understanding IS NOT:

35. 1) Generative Sentences
• Given a word and conditions about the
placement of the word, write the sentence.
• Forces attention to grammar and word
meaning
• Use student examples for editing
Anderson, H. (2014). Lecture 3: Formative Assessment & Classroom Application [PowerPoint slides]. Quezon City: REX Bookstore

36. “Volcanoes” in the 4th position
The name for volcanoes in the Pacific is called the
Ring of Fire.
Anderson, H. (2014). Lecture 3: Formative Assessment & Classroom Application [PowerPoint slides]. Quezon City: REX Bookstore

37. “Volcanoes” in the 4th position
I don’t like volcanoes.
Anderson, H. (2014). Lecture 3: Formative Assessment & Classroom Application [PowerPoint slides]. Quezon City: REX Bookstore

38. Try these:
WORD POSITION LENGTH
Cell 3rd >6 words
Because 1st <10 words
food last =10 words
Anderson, H. (2014). Lecture 3: Formative Assessment & Classroom Application [PowerPoint slides]. Quezon City: REX Bookstore

39. 2) Expanding Generative SentenceS
The name for volcanoes in the Pacific is called
the Rig of Fire. These are the volcanoes in
Hawaii, South America, and Asia. Some are
active. That means they erupt. Some are
dormant. That means they are quiet.
Anderson, H. (2014). Lecture 3: Formative Assessment & Classroom Application [PowerPoint slides]. Quezon City: REX Bookstore

40. Try these:
WORD POSITION LENGTH
Cell 3rd >6 words
Because 1st <10 words
food last =10 words
Anderson, H. (2014). Lecture 3: Formative Assessment & Classroom Application [PowerPoint slides]. Quezon City: REX Bookstore

41. 3) Writing Models
• Offers a pattern or form to scaffold witing
using existing text.
• Students insert original writing
Anderson, H. (2014). Lecture 3: Formative Assessment & Classroom Application [PowerPoint slides]. Quezon City: REX Bookstore

42. I am poem
I am…
I wonder…
I hear…
I see…
I want…
I am…
I pretend…
I feel…
I touch…
I worry…
I cry…
I am…
I understand..
I say…
I dream…
I try…
I hope…
I am…
I am a mother of 4 lovely children
I wonder how life would be when they all marry
I hear the voice of my kids and it bring so much joy
I see their beautiful future making me more excited
I want to step on the future because I know it’s great
I am a dreamer and a believer.
I pretend to be a chef when I am at home
I feel so happy to see my family satisfied with my recipe
I touch my pan and I am transformed to a whole new world
I worry when my kids don’t eat much
I cry when they get sick
I am a loving mother (I guess) all mothers are like me
I understand when my kids feel anxious about things
I say “I love you” as often as I can
I dream big and unlimited coz dreaming is just free
I try my best to be healthy coz I want to live longer
I hope my kids will continue to be guided by Godly virtues
I am Grace, a mom and forever will be
Anderson, H. (2014). Lecture 3: Formative Assessment & Classroom Application [PowerPoint slides]. Quezon City: REX Bookstore

43. If I Were in Charge of the World
Original
If I were in charge of the world
I’d cancel oatmeal,
Monday mornings,
Allergy shots,
and also Sara Steinberg
Try these:
Write yours!
Anderson, H. (2014). Lecture 3: Formative Assessment & Classroom Application [PowerPoint slides]. Quezon City: REX Bookstore

44. 4) RAFT Writing
• Role
Audience
Format
Topic
• Taking a different perspective becomes the
focus
Anderson, H. (2014). Lecture 3: Formative Assessment & Classroom Application [PowerPoint slides]. Quezon City: REX Bookstore

45. RAFT in Science
Role – Your digestive system
Audience – Chocolate
Format – Love letter
Topic – Why I need you
Anderson, H. (2014). Lecture 3: Formative Assessment & Classroom Application [PowerPoint slides]. Quezon City: REX Bookstore

46. RAFT in Math
Role – Isosceles triangle
Audience – Your 3 angles
Format – A tweet
Topic – Our Unequal Relationship
Anderson, H. (2014). Lecture 3: Formative Assessment & Classroom Application [PowerPoint slides]. Quezon City: REX Bookstore

47. RAFT in English
Role – Brutus
Audience – Caesar
Format – Letter of Advice
Topic – Please step down as emperor
Anderson, H. (2014). Lecture 3: Formative Assessment & Classroom Application [PowerPoint slides]. Quezon City: REX Bookstore

48. Design your own RAFT
Role –
Audience –
Format –
Topic –
Try these:

49. 5) Sentence Frames
Anderson, H. (2014). Lecture 3: Formative Assessment & Classroom Application [PowerPoint slides]. Quezon City: REX Bookstore

50. Activity
• Study the list of CFU strategies in your
handouts.
• Devise a CFU for one of your learning targets.
• Make sure it will give you actionable
information about the extent of their
knowledge/ understanding/ fluency in
performance of the learning target.

51. FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT
PURPOSE
Provide feedback to both
teacher and student about
current progress toward a
learning target
Measure of student mastery
(?)
WHEN CONDUCTED
Throughout the unit 
constant improvement
Interim, End of Unit
ACTION TAKEN
(TEACHER)
Throughout the unit  CFU,
next steps to “get him/her
there”
Pass/ Fail,
Predictive purpose
ACTION TAKEN
(STUDENT)
BRINGS ACTION BACK TO THE
STUDENT self-monitoring,
constant improvement, self-
regulation to “get myself there”

52. Giving Feedback
CHECKS FOR UNDERSTANDING

53. What is good feedback?
RESULTS versus THE GOAL:
If there is no clear goal, feedback is useless.
http://upload.wikimedia.org/wikipedia/commons/1/10/Basketball_through_hoop.jpg

54. Levels of Feedback
1. Feedback About the Task (Corrective Feedback) –
learner receives feedback about how well he or
she is performing.
Examples:
• “Your solution to number 12 is exactly right.”
• “You should reread Section 3 of the text since
you’ve got this question wrong.”
• “You’ll want to include a transition between these
two ideas in your paper.”
• “You’re pointing to the right one.”

55. Levels of Feedback
2. Feedback About the Processing of the Task –
learner focuses on the processes a student uses to
complete a task or assignment.
Examples:
• “Did you use the first, outside, inside, last
procedure to solve the equation?”
• It seems like a prediction might help here, right?
• “I see that you’re estimating and that’s working for
you.”
• “When I read this, I wondered if you remembered
the descriptive words that you brainstormed.”

56. Levels of Feedback
3. Feedback About Self-Regulation – relates to students’
self-appraisal and self-management.
Examples:
• “Your contributions to the group really seemed to result
in everyone understanding.”
• “When you put your head down, you stopped paying
attention to the things your group members said.”
• “I think you accomplished what you set out to achieve,
right?”
• “When you created a graphic organizer, you seemed to
get back on track. Did that action help you?”

57. Levels of Feedback
4. Feedback About the Self as a Person – focuses on
the student himself or herself.
Examples:
• “You have a great stamina because I see that
you’ve been working on this for several minutes.”
• “You’re a great student because you’re focused on
the group dynamics and how the task will be
completed.”
• “I bet you are proud of yourself because you used
the strategy we’ve been talking about, and it
worked for you.”

58. On giving feedback
• Chose an appropriate setting.
• Structure the response.
• Use a supportive tone.
• Consider a formal conference.

59. Example:
• A description of the result of their
performance.
• Thanks for showing this to me. I can
see that you illustrated the life cycle
of the frog accurately and labelled
each stage in the correct order.

60. • Guidelines concerning what to
continue doing or what to change.
Be sure to check the spelling for each
stage. Two of them are spelled
incorrectly. Could you check these in
your textbook, please?

61. • Encouragement to persist.
Soon you’ll have a terrific graphic of the
life cycle of the frog, and it will be
easy for anyone to understand. I’m
looking forward to seeing what you
do next.

62. How do I get to the next step?
FEED FORWARD

63. “In a formative assessment system, the
purpose drives both feedback and feed
forward” (Frey and Fisher 2011, 7).
Frey, Nancy and Douglas Fisher. 2011. The Formative Assessment Action Plan: Practical Steps to More Successful Teaching
and Learning. Alexandria, VA: ASCD.

64. Reflection
• How often do your teachers give feedback to
their students?
• Is this feedback targeted towards clear
learning targets?
• Are students given the chance to revise/ have
further practice, based on feedback, BEFORE
BEING GRADED?

65. Activity
• Devise a CFU for one of your learning targets.
• Make sure it will give you actionable
information about the extent of their
knowledge/ understanding/ fluency in
performance of the learning target.
• Think of the students’ possible answers,
anticipating common misconceptions. How
can you “feed this forward”?

66. Think-Pair-Share
• Why is Formative Assessment “minute by
minute, day by day”?
• Why is Formative Assessment a process (and
in fact, a system), rather than a tool?

67. SYNTHESIS

68. One Word
• Using a large notecard, write down ONE word that
sums up your learning so far today.
• Share this with your group. Tell why you selected this
word.
68

69. Scrambled Sentences
• Using your “one words” create a sentence that
combines the words from your group and
which more fully summarizes our learning.
69

70. THANK YOU