3. Activity
Ongoing
collection of
data
Real-time and
summative
analysis of
data
Alter course
Lesson
Design
Your objectives clear
Activities will get you
what you want
Individual needs are
built in
Assessment
Design
Students know what the
target is
Various ways to gather
data
Formative and
summative
Assessment Cycle
4. Elements of a Plan
4
curricular goals
and outcomes
how to measure
success or
mastery
assignment
types
weighting of
assignments
5. Key Questions
5
why are you
assessing?
who are you
assessing?
how will you use the
info?
what are you
assessing?
skills?
content?
both?
how do you know if
you’re doing it right?
what will this
assessment tell
you?
can you trust it?
8. 8
There were three times as many girls
as boys. If there were 180 girls, how
many students were there?
Student didn’t do the second page on the back?
Instructions: Answer in complete sentences. Spelling
counts.
Question: Summarize the main causes of the civil war
5th grade
student answers:
Student got through only half of the test in the
allotted time; every answer she completed was
correct and sophisticated.
Angie’s daughter’s chemistry test?
12. Formative Feedback: Things To Do
• Focus on task, not learner
• Elaborate
• Only enough for student to implement
• Specific
• Emphasize
• Give feedback right after the learner has made an
attempt
12
Focus of Formative Feedback, Shute, V. Educational Testing Services 2007
13. Formative Feedback: Things To
Avoid
• Normative comparisons
• Overall grades until absolutely necessary
• Anything that discourages, or harms self-
• if it does, you’ve missed the target
• Praise of the student. Keep it on the task.
• Interrupting active engagement
• Hints that point to a correct answer
• Limiting to text feedback
• Extensive error analysis
13
Focus of Formative Feedback, Shute, V. Educational Testing Services 2007
14. Formative Feedback: Timing
• Difficult task? Immediate.
• Simpler tasks? Delayed.
• Procedural tasks? Immediate.
• Improved transfer of learning? Delayed.
14
Focus of Formative Feedback, Shute, V. Educational Testing Services 2007
15. Formative Feedback: Differentiation
• High achievers?
• Delayed, hints, cues, prompts, challenging their
ideas, verification check ins
• Strugglers?
• Immediate, explicit, support, scaffolding,
15
Focus of Formative Feedback, Shute, V. Educational Testing Services 2007
16. Portfolios
• Involve students in the choices.
• Choices show mastery or growth over time.
• Have a good management system that students can
own and access.
16
18. Rubrics
• Scoring guide to evaluate performance
based on a range of criteria
• Defines the target. What does great
work look like?
• Have students create them! “What
constitutes an excellent
performance/product?
• http://rubistar.4teachers.org/index.php
18
26. Have a plan - Stick with it!
• Talk to experienced teachers. Don’t be shy about
using their stuff.
• Work with the school’s system and expectations
• Support your observations with evidence
• Set and meet expectations for students and parents
• NO SURPRISES. FOR ANYONE!
26
27. Summary
• Stay on top of it. Don't let assignments pile up!
â–« plan for when and how when you plan
â–« know the reporting schedule for your school
• Not every assignment needs formal assessment
• Know who, what and why you are assessing
• Involve students heavily in assessment
• Formative, formative, formative! (doesn’t need to
hit your grade book
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Editor's Notes
bring things forward from last assessment - score for each
but my thing is just science... no! your new thing is teaching science and the unwritten curriculum
If it harms self-esteem, the student doesn’t see the feedback as acheival
first year teachers - highly recommend using someone’s else plan - better support & focus on other things
Piling up. Not fair to you, not fair to students. They deserve timely feedback!