The document provides information on assessment for learning (formative assessment) as a characteristic of effective instruction within the Iowa Core. It defines assessment for learning as a process used by teachers and students during instruction to provide feedback and adjust teaching and learning to improve student achievement. The summary highlights key aspects of assessment for learning, including using a variety of strategies to monitor progress toward learning goals, providing descriptive feedback, incorporating self- and peer-assessment, and establishing a collaborative classroom climate. Research cited found significant learning gains when formative assessment practices were used.
ASSESSING STUDENTS PERFOMANCE PURPOSE AND TECHNIQUE.selman ulfaris
The document discusses techniques for assessing student performance. It defines assessment as a systematic process of gathering information about what students know and can do in order to improve learning. The document outlines different types of assessment including formative, diagnostic and summative assessment. It also describes various techniques that can be used to assess students, such as observation, assignments, projects, practical work, interviews and self-reporting. The goal of assessment is to provide feedback to students, evaluate their understanding and skills, and help teachers improve their instruction.
There are four main types of evaluation: placement evaluation, formative evaluation, summative evaluation, and diagnostic evaluation. Placement evaluation is conducted at the beginning of instruction to determine a student's knowledge and skills to plan appropriate instruction. Formative evaluation monitors student progress during instruction through feedback. Summative evaluation is conducted at the end of a course to determine if instructional goals were achieved, such as for grading. Diagnostic evaluation identifies specific learning difficulties during formative evaluation in order to provide remedial support.
1. The document discusses microteaching skills and their components, including pre-instructional, instructional, and post-instructional skills. Pre-instructional skills include lesson planning, while instructional skills cover tasks during teaching like presenting content. Post-instructional skills involve summarizing and assessment.
2. Specific skills discussed in more detail include introducing a lesson by gaining attention and linking to prior knowledge, as well as the skill of blackboard writing which should be legible, utilize space well, and include a summary.
3. Microteaching allows teaching skills to be analyzed and improved upon through practice and feedback in a controlled environment.
In educating the students, teachers’ beliefs on teaching and learning influenced not only on what to teach and how to do it, but also on how to assess their students. Education has a goal that students can apply the knowledge gained in real world activities. Through assessment process, it helps them to understand their strengths and weaknesses of their abilities development. This research aims to find out teachers’ beliefs about performance assessment and how they use it to assess their students in one of public college under The Ministry of Industry in Indonesia. Data findings are obtained by using interviews, observation and document analysis conducted on T1 and T2 as the participants. Researcher used the five elements of performance assessment to make the instruments and analyze the findings. Results indicated that there were differences between what they say and what they do. The differences appeared because of the theories they knew, their own knowledge and experiences they have in teaching.
This document discusses assessment and learning outcomes. It provides an overview of assessment, including the assessment cycle and different types of assessment such as formative, summative, diagnostic, and standards-based assessment. The document discusses how to align assessment with learning outcomes and assess learning outcomes. It also discusses assessment for learning, of learning, and as learning. Key topics covered include the purpose of different assessments, developing students' ability to self-assess, and using formative assessment results to improve teaching and learning.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
This document outlines a formative assessment model. It defines formative assessment as ongoing feedback during teaching to close learning gaps. The model involves identifying learning goals and success criteria, eliciting evidence of student learning, interpreting evidence to identify gaps, and providing feedback and modifying instruction. Teachers use strategies like questioning and observation to gather evidence. They analyze evidence to determine if students are meeting goals and identify learning gaps. Teachers then provide descriptive feedback to students and adjust instruction to help students progress in their zone of proximal development.
ASSESSING STUDENTS PERFOMANCE PURPOSE AND TECHNIQUE.selman ulfaris
The document discusses techniques for assessing student performance. It defines assessment as a systematic process of gathering information about what students know and can do in order to improve learning. The document outlines different types of assessment including formative, diagnostic and summative assessment. It also describes various techniques that can be used to assess students, such as observation, assignments, projects, practical work, interviews and self-reporting. The goal of assessment is to provide feedback to students, evaluate their understanding and skills, and help teachers improve their instruction.
There are four main types of evaluation: placement evaluation, formative evaluation, summative evaluation, and diagnostic evaluation. Placement evaluation is conducted at the beginning of instruction to determine a student's knowledge and skills to plan appropriate instruction. Formative evaluation monitors student progress during instruction through feedback. Summative evaluation is conducted at the end of a course to determine if instructional goals were achieved, such as for grading. Diagnostic evaluation identifies specific learning difficulties during formative evaluation in order to provide remedial support.
1. The document discusses microteaching skills and their components, including pre-instructional, instructional, and post-instructional skills. Pre-instructional skills include lesson planning, while instructional skills cover tasks during teaching like presenting content. Post-instructional skills involve summarizing and assessment.
2. Specific skills discussed in more detail include introducing a lesson by gaining attention and linking to prior knowledge, as well as the skill of blackboard writing which should be legible, utilize space well, and include a summary.
3. Microteaching allows teaching skills to be analyzed and improved upon through practice and feedback in a controlled environment.
In educating the students, teachers’ beliefs on teaching and learning influenced not only on what to teach and how to do it, but also on how to assess their students. Education has a goal that students can apply the knowledge gained in real world activities. Through assessment process, it helps them to understand their strengths and weaknesses of their abilities development. This research aims to find out teachers’ beliefs about performance assessment and how they use it to assess their students in one of public college under The Ministry of Industry in Indonesia. Data findings are obtained by using interviews, observation and document analysis conducted on T1 and T2 as the participants. Researcher used the five elements of performance assessment to make the instruments and analyze the findings. Results indicated that there were differences between what they say and what they do. The differences appeared because of the theories they knew, their own knowledge and experiences they have in teaching.
This document discusses assessment and learning outcomes. It provides an overview of assessment, including the assessment cycle and different types of assessment such as formative, summative, diagnostic, and standards-based assessment. The document discusses how to align assessment with learning outcomes and assess learning outcomes. It also discusses assessment for learning, of learning, and as learning. Key topics covered include the purpose of different assessments, developing students' ability to self-assess, and using formative assessment results to improve teaching and learning.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
This document outlines a formative assessment model. It defines formative assessment as ongoing feedback during teaching to close learning gaps. The model involves identifying learning goals and success criteria, eliciting evidence of student learning, interpreting evidence to identify gaps, and providing feedback and modifying instruction. Teachers use strategies like questioning and observation to gather evidence. They analyze evidence to determine if students are meeting goals and identify learning gaps. Teachers then provide descriptive feedback to students and adjust instruction to help students progress in their zone of proximal development.
The document discusses quality assurance and institutional accreditation by the National Assessment and Accreditation Council (NAAC) in India and the role of Internal Quality Assurance Cells (IQACs). It outlines the seven criteria used by NAAC to evaluate institutions, including curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance, and innovations. It also describes the composition, aims, and functions of IQACs, which are meant to help institutions develop and maintain quality.
Using assessment data for improving teaching practice acer conference 2009 pptrobertsfiona
This document discusses how assessment data can be used by teachers, school leaders, and system leaders to improve teaching practice and student outcomes. It describes a cycle of inquiry where assessment data is analyzed to identify student and teacher needs, inform changes to practice, and evaluate impact on learning. Key aspects include having relevant data, developing inquiry skills, and using evidence-informed conversations to deepen professional knowledge and refine teaching skills at all levels of the education system.
Benchmarking is an interim assessment used to identify students' academic strengths and weaknesses to guide future instruction. It is conducted twice during a term or unit - at the beginning and end. Benchmarking assessments are created at different levels to assess each student's current understanding. The results provide information on student performance and common errors to modify instruction and curriculum to meet student needs. Benchmarking helps teachers understand student pre-knowledge, interests, and barriers to create a differentiated learning experience.
Designing and conducting formative evaluationsJCrawford62
This document discusses formative evaluation, which involves collecting data during instructional development to improve effectiveness and efficiency. It describes four phases of formative evaluation: expert review, one-to-one evaluation, small group evaluation, and field testing. Data from each phase is used to revise instruction before moving to the next phase. The purpose is to identify issues early and allow improvements to be made.
LEARNER-CENTERED TEACHING: THE STUDENTS’ LEVEL OF LEARNING SKILLS AND STRATEGIESijejournal
Students are challenged to develop their own learning skills and strategies for life-long learning. With this,
the study investigated and analyzed the level of learning skills and strategies of the students in relation to
the extent of implementation of learner-centered teaching in the classroom. This study conducted a survey
in a high school institution where 900 students from first year to fourth year levels were considered as
respondents. A survey tool was used to evaluate the students’ level on their learning skills, collaborative
learning, and study skills through learner-centered teaching. It was found out that students rated
themselves as Good in their learning skills and strategies. This leads to enriching more the learning skills
and strategies of the students and providing them more opportunities to be engaged in meaningful activities
from which they develop their own knowledge and skills applicable in their day-to-day lives
Training program - assessment in education (PYP)NiketaSuri
The document discusses assessment in education, focusing on the Primary Years Programme (PYP). It explains that the purpose of assessment is to inform learning and teaching, identify what students know and can do, and help students reflect on their progress. The document outlines different types of classroom assessment, including formative assessment (assessment for learning), summative assessment (assessment of learning), and assessment as learning. It provides details on benchmarking, formative assessment, and summative assessment practices in the PYP. The document emphasizes that effective assessment involves students and helps teachers reflect on and improve their practices.
Assessment of learning refers to strategies designed to confirm what students have learned and determine if they have achieved intended learning outcomes. It provides evidence of student achievement to various stakeholders and can influence students' futures. Effective assessment of learning requires teachers to provide a clear rationale, description of intended learning, processes for students to demonstrate competence, alternative assessment methods, and transparent interpretation of results. It is important assessments of learning are reliable, valid, and fair to ensure the information they provide about student proficiency can be used to make credible decisions.
This document discusses different approaches to classroom assessment: assessment for learning, assessment as learning, and assessment of learning. It provides examples of each type of assessment and emphasizes that assessment should guide teaching practices, engage students in reflecting on their own learning, and evaluate student achievement of learning outcomes. The key purposes of assessment are to improve student learning and inform instruction.
Feasibility Study for Empowering the System of Assessment and Feedback in Hig...AJHSSR Journal
ABSTRACT: The method of assessment is the most important part of the education process to help learners progress from one-step to another. Assessment is about measuring student learning; it is about diagnosing misunderstandings in order to help students to learn more effectively [29].
Using assessment data to improve teaching requires several steps:
1) Teachers need high-quality assessment data that provides detailed, curriculum-relevant information about what students know and can do.
2) Teachers must develop their knowledge and skills to properly interpret the assessment data and understand how to adjust their teaching practices to address student needs.
3) School leaders need to support teachers by helping them unpack assessment data meanings and leading discussions on changing teaching approaches.
Effective use of assessment data for instructional improvement is a complex process that requires ongoing professional development to build teachers' knowledge and skills over time.
This document discusses formative and summative assessments. It begins by defining assessment and explaining that formative assessment involves gathering information during a course to provide feedback to improve student learning, while summative assessment measures student achievement at the end of a period. Formative assessments include oral questions, draft work, and peer reviews to help teachers and students identify areas for improvement. Summative assessments such as tests and projects are given at the end to evaluate learning and assign grades. The key difference is that formative assessment is for learning and summative assessment is of learning.
Ch. 8 developing an instructional strategyEzraGray1
This chapter discusses developing instructional strategies that engage learners. It identifies five components of instructional strategies: pre-instructional activities, content presentation and guidance, learner participation, assessment, and follow-through. Each component considers how to motivate, present content, provide practice and feedback, evaluate learning, and facilitate transfer. Instructional strategies aim to support learners' internal cognitive processes by incorporating techniques like gaining attention, presenting objectives, and eliciting performance. Constructivist strategies emphasize reasoning, problem-solving, and situating learning in complex but relevant contexts.
The document discusses various topics related to assessment of learning, including the key differences between norm-referenced tests and criterion-referenced tests. It also covers the different types of assessment (placement, diagnostic, formative, and summative), modes of assessment (traditional, performance, portfolio), and the importance of aligning objectives, instruction, and assessment. Well-written instructional objectives should be student-oriented, observable, sequentially appropriate, attainable, and developmentally appropriate. Validity and reliability are important factors to consider when constructing good test items.
The document discusses strategies for improving assessment practices to better support student learning. It distinguishes between formative and summative assessments, with formative assessment aimed at improving learning through feedback. The document outlines seven strategies of formative assessment, including providing clear learning targets, descriptive feedback, self-assessment, and revision practices to help students close gaps in understanding. The goal is to use assessment information to actively guide instruction and support students in taking ownership of their learning.
This document discusses assessment and its role in the learning process. It addresses the differences between assessment and evaluation, and discusses various types of assessment including baseline, formative, summative, and diagnostic assessment. It emphasizes that assessment should be an ongoing process that considers the learner's social context and systems that influence their learning, such as their family, school, community and policies. Formative assessment in particular supports learning by providing feedback to learners and allowing them to improve. Teachers should take a holistic approach to assessment that identifies barriers to learning and provides an authentic and nurturing environment.
Ringkasan dokumen tersebut adalah:
1. Dokumen tersebut membahas tentang peranan Pancasila sebagai paradigma kehidupan berbangsa dan bernegara di Indonesia.
2. Pancasila dijelaskan sebagai paradigma dalam berbagai bidang seperti pembangunan, politik, ekonomi, pertahanan, sosial budaya, IPTEK, dan kehidupan beragama.
3. Dokumen tersebut menjelaskan bagaimana Pancasila dapat menjadi pedoman
This document describes the Cut for Cancer program, which uploads stylish new haircut photos to a social network to inspire others. People can like, share and comment on the photos to support haircuts that benefit cancer patients. The program collects donated hair and sends it to a wig donation center, where it is made into wigs for cancer patients undergoing chemotherapy. Cut for Cancer is described as a stylish cause for younger generations that is also worthy for older generations, and perfectly represents the brand values of Hair and Care.
This website provides phlebotomy training information and is designed to be a one-stop resource for all phlebotomy questions and research needs. It offers unique weekly content covering multiple states and aims to simplify doing all phlebotomy-related research and finding answers in a single location.
The document discusses quality assurance and institutional accreditation by the National Assessment and Accreditation Council (NAAC) in India and the role of Internal Quality Assurance Cells (IQACs). It outlines the seven criteria used by NAAC to evaluate institutions, including curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance, and innovations. It also describes the composition, aims, and functions of IQACs, which are meant to help institutions develop and maintain quality.
Using assessment data for improving teaching practice acer conference 2009 pptrobertsfiona
This document discusses how assessment data can be used by teachers, school leaders, and system leaders to improve teaching practice and student outcomes. It describes a cycle of inquiry where assessment data is analyzed to identify student and teacher needs, inform changes to practice, and evaluate impact on learning. Key aspects include having relevant data, developing inquiry skills, and using evidence-informed conversations to deepen professional knowledge and refine teaching skills at all levels of the education system.
Benchmarking is an interim assessment used to identify students' academic strengths and weaknesses to guide future instruction. It is conducted twice during a term or unit - at the beginning and end. Benchmarking assessments are created at different levels to assess each student's current understanding. The results provide information on student performance and common errors to modify instruction and curriculum to meet student needs. Benchmarking helps teachers understand student pre-knowledge, interests, and barriers to create a differentiated learning experience.
Designing and conducting formative evaluationsJCrawford62
This document discusses formative evaluation, which involves collecting data during instructional development to improve effectiveness and efficiency. It describes four phases of formative evaluation: expert review, one-to-one evaluation, small group evaluation, and field testing. Data from each phase is used to revise instruction before moving to the next phase. The purpose is to identify issues early and allow improvements to be made.
LEARNER-CENTERED TEACHING: THE STUDENTS’ LEVEL OF LEARNING SKILLS AND STRATEGIESijejournal
Students are challenged to develop their own learning skills and strategies for life-long learning. With this,
the study investigated and analyzed the level of learning skills and strategies of the students in relation to
the extent of implementation of learner-centered teaching in the classroom. This study conducted a survey
in a high school institution where 900 students from first year to fourth year levels were considered as
respondents. A survey tool was used to evaluate the students’ level on their learning skills, collaborative
learning, and study skills through learner-centered teaching. It was found out that students rated
themselves as Good in their learning skills and strategies. This leads to enriching more the learning skills
and strategies of the students and providing them more opportunities to be engaged in meaningful activities
from which they develop their own knowledge and skills applicable in their day-to-day lives
Training program - assessment in education (PYP)NiketaSuri
The document discusses assessment in education, focusing on the Primary Years Programme (PYP). It explains that the purpose of assessment is to inform learning and teaching, identify what students know and can do, and help students reflect on their progress. The document outlines different types of classroom assessment, including formative assessment (assessment for learning), summative assessment (assessment of learning), and assessment as learning. It provides details on benchmarking, formative assessment, and summative assessment practices in the PYP. The document emphasizes that effective assessment involves students and helps teachers reflect on and improve their practices.
Assessment of learning refers to strategies designed to confirm what students have learned and determine if they have achieved intended learning outcomes. It provides evidence of student achievement to various stakeholders and can influence students' futures. Effective assessment of learning requires teachers to provide a clear rationale, description of intended learning, processes for students to demonstrate competence, alternative assessment methods, and transparent interpretation of results. It is important assessments of learning are reliable, valid, and fair to ensure the information they provide about student proficiency can be used to make credible decisions.
This document discusses different approaches to classroom assessment: assessment for learning, assessment as learning, and assessment of learning. It provides examples of each type of assessment and emphasizes that assessment should guide teaching practices, engage students in reflecting on their own learning, and evaluate student achievement of learning outcomes. The key purposes of assessment are to improve student learning and inform instruction.
Feasibility Study for Empowering the System of Assessment and Feedback in Hig...AJHSSR Journal
ABSTRACT: The method of assessment is the most important part of the education process to help learners progress from one-step to another. Assessment is about measuring student learning; it is about diagnosing misunderstandings in order to help students to learn more effectively [29].
Using assessment data to improve teaching requires several steps:
1) Teachers need high-quality assessment data that provides detailed, curriculum-relevant information about what students know and can do.
2) Teachers must develop their knowledge and skills to properly interpret the assessment data and understand how to adjust their teaching practices to address student needs.
3) School leaders need to support teachers by helping them unpack assessment data meanings and leading discussions on changing teaching approaches.
Effective use of assessment data for instructional improvement is a complex process that requires ongoing professional development to build teachers' knowledge and skills over time.
This document discusses formative and summative assessments. It begins by defining assessment and explaining that formative assessment involves gathering information during a course to provide feedback to improve student learning, while summative assessment measures student achievement at the end of a period. Formative assessments include oral questions, draft work, and peer reviews to help teachers and students identify areas for improvement. Summative assessments such as tests and projects are given at the end to evaluate learning and assign grades. The key difference is that formative assessment is for learning and summative assessment is of learning.
Ch. 8 developing an instructional strategyEzraGray1
This chapter discusses developing instructional strategies that engage learners. It identifies five components of instructional strategies: pre-instructional activities, content presentation and guidance, learner participation, assessment, and follow-through. Each component considers how to motivate, present content, provide practice and feedback, evaluate learning, and facilitate transfer. Instructional strategies aim to support learners' internal cognitive processes by incorporating techniques like gaining attention, presenting objectives, and eliciting performance. Constructivist strategies emphasize reasoning, problem-solving, and situating learning in complex but relevant contexts.
The document discusses various topics related to assessment of learning, including the key differences between norm-referenced tests and criterion-referenced tests. It also covers the different types of assessment (placement, diagnostic, formative, and summative), modes of assessment (traditional, performance, portfolio), and the importance of aligning objectives, instruction, and assessment. Well-written instructional objectives should be student-oriented, observable, sequentially appropriate, attainable, and developmentally appropriate. Validity and reliability are important factors to consider when constructing good test items.
The document discusses strategies for improving assessment practices to better support student learning. It distinguishes between formative and summative assessments, with formative assessment aimed at improving learning through feedback. The document outlines seven strategies of formative assessment, including providing clear learning targets, descriptive feedback, self-assessment, and revision practices to help students close gaps in understanding. The goal is to use assessment information to actively guide instruction and support students in taking ownership of their learning.
This document discusses assessment and its role in the learning process. It addresses the differences between assessment and evaluation, and discusses various types of assessment including baseline, formative, summative, and diagnostic assessment. It emphasizes that assessment should be an ongoing process that considers the learner's social context and systems that influence their learning, such as their family, school, community and policies. Formative assessment in particular supports learning by providing feedback to learners and allowing them to improve. Teachers should take a holistic approach to assessment that identifies barriers to learning and provides an authentic and nurturing environment.
Ringkasan dokumen tersebut adalah:
1. Dokumen tersebut membahas tentang peranan Pancasila sebagai paradigma kehidupan berbangsa dan bernegara di Indonesia.
2. Pancasila dijelaskan sebagai paradigma dalam berbagai bidang seperti pembangunan, politik, ekonomi, pertahanan, sosial budaya, IPTEK, dan kehidupan beragama.
3. Dokumen tersebut menjelaskan bagaimana Pancasila dapat menjadi pedoman
This document describes the Cut for Cancer program, which uploads stylish new haircut photos to a social network to inspire others. People can like, share and comment on the photos to support haircuts that benefit cancer patients. The program collects donated hair and sends it to a wig donation center, where it is made into wigs for cancer patients undergoing chemotherapy. Cut for Cancer is described as a stylish cause for younger generations that is also worthy for older generations, and perfectly represents the brand values of Hair and Care.
This website provides phlebotomy training information and is designed to be a one-stop resource for all phlebotomy questions and research needs. It offers unique weekly content covering multiple states and aims to simplify doing all phlebotomy-related research and finding answers in a single location.
The document discusses aligning employees through line of sight (LOS). It states that greater employee involvement helps foster LOS by connecting employees to organizational goals and functions. This applies across fields and can increase effectiveness of involvement efforts while mitigating decision-making risks. LOS relies on both extrinsic motivators like incentives and intrinsic motivators like personal interests and meaning. However, LOS alone does not ensure sustainable value and can focus too narrowly on certain performance areas without regard to other factors. The absence of LOS results in a lack of strategic alignment, following instructions without decision-making, and no system improvements.
PT Samsung Electronics Indonesia didirikan pada 1991 dan berfokus pada produksi, pengembangan, dan pemasaran alat-alat elektronik seperti televisi, ponsel, laptop, printer, dan peralatan rumah tangga. Perusahaan ini berkomitmen untuk mencapai kontribusi yang signifikan serta menjalankan tugas secara profesional dengan berpartisipasi aktif bersama konsumen.
1. Ilmu hukum mempelajari hukum sebagai gejala sosial yang mengatur masyarakat dengan berbagai metode seperti sejarah, sosiologi, dan filsafat. 2. Masyarakat dan hukum saling melengkapi, dimana hukum dibutuhkan untuk mengatur tingkah laku manusia dalam masyarakat. 3. Pengantar ilmu hukum memperkenalkan konsep-konsep dasar hukum seperti unsur-unsur, subjek, obj
Martina Pugliese gives a presentation about her background in physics and transition to a career in data science. She completed degrees in physics, including a PhD exploring how natural language evolves over time. She did a data science bootcamp to gain industry skills. Her current role involves using machine learning and data visualization to understand user behavior on a fashion app and improve personalization, retention, and other business metrics. Data science draws on her physics training in modeling reality mathematically and dealing with large datasets, combining academic rigor with an application to real-world problems.
This 3 sentence summary provides the key steps for installing Windows XP:
The document outlines the steps to install Windows XP which includes formatting partitions, copying installation files, setting up personal information like name and password, configuring date and time settings, selecting workgroup or domain settings, restarting the computer upon completion, and customizing the desktop.
웨버 샌드윅(Weber Shandwick) 본사에서 새로운 글로벌 리포트, “The Convergence Ahead : The Integration of Communications and Marketing” 발표하여, 리포트 내용 중 주요 포인트를 공유합니다.
해당 리포트는 2013년 10월부터 2014년 3월까지 약 6개월 기간 동안 미국, 유럽, 아시아-태평양 등 주요 글로벌 기업 내 최고 커뮤니케이션 경영자(CCO) 와 최고 마케팅 경영자(CMO)를 대상으로 전화인터뷰를 실시해서 완성되었다.
디지털 미디어 시대의 도래로 인해, 기업 및 브랜드와 기업 인지도의 상관 관계는 더욱 밀접해지고 있으며, 이에 따라, 기업 커뮤니케이션/ 마케팅 커뮤니케이션 활동에도 변화가 필요하게 되었다. 전통적으로 독자적인 영역이었던 두 부문이 서로의 영역 구분이 모호해지고 있음을 설문 참여 대상자들이 해당 리포트에서 확인시켜 주고 있다. 이미 이러한 커뮤니케이션 변화를 예상하고, 해당 변화에 대응하고자 몇몇 글로벌 기업들은 최고 커뮤니케이션 & 마케팅 경영자(CCMO, Chief Communication & Marketing Officer)라는 통합 직급을 새롭게 만들었으며, 본 리포트에는 CCMO의 경험을 기반으로 정리된 유익한 정보를 담고 있다.
해당 리포트에서는 기업 커뮤니케이션 & 마케팅 커뮤니케이션이 수렴화되는 트렌드(Convergence Trend)가 도래하게 된 배경을 분석하였을 뿐 아니라, CCMO의 성공적인 Convergence 를 위해 참고가 필요한 사항들을 6가지로 정리했으며, 주요 내용은 다음과 같다.
기업 커뮤니케이션과 마케팅 커뮤니케이션 활동의 성공적인 수렴화를 위한 6단계:
Consider Convergence for Strategic advantage: 두 커뮤니케이션 분야가 수렴화를 통해 얻을 수 있는 전략적 혜택을 고려하라
Start with a shared vision and mission: 조직에서 서로가 합의된 목표와 비전을 갖고 시작하라. 브랜드의 정체성을 정의한 후, 두 커뮤니케이션 부문의 수렴화를 진행하는 이유와 목표를 조직에 공유시켜야 한다
Evangelize widely and deeply: 각 부문 리더, 외부 관계자, 주요 클라이언트의 니즈를 파악하고 새로운 미션을 조직 내에 널리 알려야 한다.
Govern the integration: 통합된 조직을 탄생 시키기 위해서는, 각 부서를 통합 관리하는 능력이 필요하다.
Move quickly but planfully: 새로운 통합 과정이 조직 내에서 스무스하게 진행될 수 있도록, 본인과 팀의 능력을 믿고, 계획하에서 신속히 움직여라.
Celebrate successes early and often: 변화에서 얻게 되는 가시적인 성과와 혜택을 조직 내에 자주 보여주고 공유할 수 있는 방안을 찾아야 한다. CCMO 들은 성과가 있는 부분은 내부적으로 프로모션하고, 또 다른 성과를 이끌어내어야 한다.
This document provides an introduction to transparent electronics. It discusses how transparent electronics allows for invisible electronic circuitry and devices with applications in consumer electronics, energy, and transportation. The basic device structure is similar to conventional electronics, but the materials must be transparent in the visible spectrum. The goals of transparent electronics are to discover and implement transparent electronic materials, incorporate these materials into transistor and circuit designs, and achieve application-specific performance requirements. Realizing this technology requires expertise from various fields including materials science, chemistry, physics, and engineering. In the past decade, the available materials for transparent electronics have expanded beyond transparent conducting oxides to include other conducting, dielectric, and semiconducting materials needed for full device fabrication.
소셜 미디어 시대, 기업 커뮤니케이션 차원의 소셜 미디어 커뮤니케이션 활동은 지속적으로 증가되고 있으나, 글로벌 Top 50 기업 64%의 CEO들은 소셜 미디어 대화 공간에서 특별한 활동을 진행하고 있지 않다.
조사 대상: 글로벌 TOP 50대 기업 60 여명의 CEO 대상 대외 활동 조사(미국 20명, 유럽 27명, 아태 9명, 남미 4명 대상)
조사 방식: 팩티바(Factiva), 검색 엔진, 기업 웹사이트, 학계 강연, 컨퍼런스 발표 및 소셜 미디어 채널 등
주요 리포트 내용:
-글로벌 TOP 50 기업 CEO들의 커뮤니케이션 현황(93%CEO의 의견이 기존 미디어 뉴스 보도에 소개되고 있는 것에 반해, 36% CEO만이 기업 웹사이트 및 소셜 미디어 채널을 통해 대외 커뮤니케이션 활동에 참여) 고 40%가 오프라인 대외 커뮤니케이션 활동에 참여)
-Social CEO의 의미
-Social CEO가 주로 이용하는 채널
-CEO들이 소셜 미디어 대화에 참여하지 않는 이유
-CEO들이 소셜 미디어 대화에 참여해야 하는 이유
-Social CEO가 될 수 있는 방안
Pavel has over 20 years of experience in IT and software development with a focus on payroll, finance, and accounting applications. He has strong skills in Java, SQL, JavaScript, and Linux and has worked extensively with frameworks like Spring and tools like IntelliJ IDEA, Eclipse, and Git. Pavel seeks new opportunities where he can apply his experience designing and implementing enterprise applications.
K to 12 Grading Sheet Deped Order No. 8 S. 2015 PPT presentationChuckry Maunes
Download Link Found Here
https://teachingtools-stuff.blogspot.com/2017/02/k-to-12-grading-sheet-deped-order-no.html
For the Grading Sheet Spreadsheet
http://www.slideshare.net/chuckrymaunes5/k-to-12-grading-sheet-based-on-deped-order-no-8-series-of-2015
Before effective instruction can occur, the instructor must consider student readiness by evaluating their knowledge, skills, and abilities. The instructor should design assessments to measure student readiness and assign tasks based on ability. Learning objectives should be clearly defined and broken into smaller tasks. Evaluation and remediation should occur frequently to provide feedback and ensure students can perform tasks before moving on. Reducing student-teacher ratios and using reminders, unifiers, and team-based activities can also improve academic achievement.
The document discusses several key aspects of instructional theory:
1. Effective instruction requires assessing student readiness through evaluating their existing knowledge and skills.
2. Instructors must clearly define the learning objectives, procedures for achieving the objectives, and criteria for success.
3. Providing feedback through evaluation and remediation is important for students to diagnose their performance and improve.
4. Instructional strategies like repetition, clarity of communication, smaller student-teacher ratios, and reminders can boost academic achievement.
The document discusses several key aspects of instructional theory:
1. Effective instruction requires assessing student readiness through evaluating their existing knowledge, skills, and abilities.
2. Instructors must clearly define the learning objectives, procedures for achieving the objectives, and criteria for success.
3. Providing feedback through evaluation and remediation is important for students to diagnose their performance and improve. Frequent evaluation and quick remediation enhances learning.
4. Instructional strategies like repetition, clarity of communication, smaller student-teacher ratios, and reminders can boost academic achievement.
This document discusses effective strategies for supervising teacher instruction to improve student learning. It emphasizes that administrators should analyze teacher performance data to provide meaningful feedback that enhances teaching practices. To maximize student learning, administrators must hold teachers accountable for providing well-planned, diverse programs of instruction tailored to student needs. The document also reviews procedures for gathering and evaluating classroom observation data and conferencing with teachers to guide instructional improvements.
Assessment of learning refers to strategies designed to measure student achievement and determine if learning outcomes have been met. It provides evidence of students' proficiency to others such as parents, educators, and future institutions. Assessment of learning tasks must accurately reflect curriculum standards and allow students to demonstrate their understanding through a variety of methods such as tests, projects, presentations and portfolios. Teachers ensure the quality of assessment of learning through reliable, valid and equitable processes to produce defensible results that can be used to make important decisions about students.
This document discusses the characteristics of well-written learning objectives and instructional objectives. It states that objectives should describe observable and measurable outcomes, be student-oriented, sequentially appropriate, attainable within a reasonable time frame, and developmentally appropriate. Objectives guide instructional planning, the learning process, and assessment of student progress. They should measure the intended learning outcomes and not just describe content or activities.
The goal of education is learning, and the vehicle used to accomplish this goal is teaching. In the learning-teaching process, the fundamental component which determines the degree of learner outcomes’ achievement is assessment. Assessment has the express objective of determining whether or not learners have learned what they are supposed to learn. This reflective essay on assessment looks at assessment and what it is, what assessment should not be, how to constructively align assessment to learning outcomes, and valid assessment practices, among others. It is based on my personal experiences in the learning-teaching arena, from the secondary institution system to the tertiary institution system, and how my assessment practices have been transformed since having completed the Postgraduate Certificate in Tertiary Teaching. It is underscored that since assessment should send the right messages to learners, it should be done carefully in order to give an accurate picture of student learning.
1. Assessment of learning refers to strategies designed to confirm what students have learned and determine if they have achieved learning outcomes. It provides evidence of student achievement to various stakeholders. Assessment of learning is important for improving instruction, guiding student learning, and informing students, teachers and parents of student progress.
2. Classroom assessment serves several purposes for teachers. It helps teachers understand student learning, identify strengths and weaknesses, and adjust instruction to meet student needs. When done properly, assessment provides teachers with evidence of what students know and can do.
3. There are differences between measurement, evaluation, testing and assessment. Measurement quantifies performance through numbers, while evaluation makes judgments about success. Testing is a type of measurement using
CONTINIOUS AND COMPREHENSIVE ASSESSMENT IN EDUCATION Shisira Bania
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of students development. It is a developmental process of assessment which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behavioral outcomes on the other.
This document discusses assessment in secondary geography education. It explores what constitutes progress in geography and outlines different approaches to assessment, including formative and summative assessment. The key points are:
1) There is no single definition of progress in geography, but it generally involves deepening knowledge and making connections over time. Assessment should support learning progression.
2) Formative assessment (assessment for learning) aims to improve student learning, while summative assessment (assessment of learning) evaluates learning at a point in time. An integrated approach uses both.
3) To make assessment formative, teachers should identify learning goals, assess students individually, and continuously integrate assessment into lessons to adapt teaching based on student needs and
This document discusses the uses of educational assessment. It states that assessment drives instruction by informing teachers what students know and still need to learn. Assessment also drives student learning by influencing what and how they study. Additionally, assessment informs students of their progress and helps teachers improve their practice by reflecting on student results. The conclusion emphasizes that the primary purposes of assessment are to enhance student learning and improve teaching methods.
Assessment in education problems causes policy frameSaimsaimon
1. Formative assessment provides feedback to teachers and students to identify gaps in knowledge and skills during the learning process in order to help students achieve learning goals.
2. It occurs throughout a course rather than at the end, and helps close gaps and improve teaching and learning outcomes through ongoing interaction between teachers and students.
3. The document discusses how formative assessment can improve student performance by providing continuous feedback to address weaknesses during classroom instruction.
1. Formative assessment occurs during instruction and provides feedback to improve teaching and learning, while summative assessment occurs after instruction to evaluate student achievement and program effectiveness.
2. Both formative and summative assessments are important, but formative has the greatest impact on learning when teachers use feedback to adjust instruction.
3. Cooperative learning can be used for formative assessment by observing student understanding during group work and providing feedback to improve learning.
This document outlines the principles of classroom assessment for the K-12 Basic Education Program in the Philippines. It discusses assessment as a joint process between teachers and learners to holistically measure abilities. Appropriate assessment considers learners' zones of proximal development and enables them to display independent knowledge and skills. Both formative and summative assessments are discussed, with formative used to improve instruction and check effectiveness, while summative measures if standards are met. The focus is on ensuring students learn through a collaborative culture centered around results.
The document discusses assessment for learning, which involves teachers initially assessing students' knowledge and progress, providing feedback, and adjusting their teaching accordingly. It involves students in assessing their own learning as well. The goals of assessment for learning are to help students become self-regulated learners and close any gaps or misconceptions through formative assessment during a learning unit. Teachers use a variety of assessment methods and provide descriptive feedback to guide students' next steps in learning.
Classroom assessment is used to understand students' knowledge and learning needs. It involves gathering and interpreting information about students' attainment of learning goals. In the transmission-reception (behaviorist) model of education, student learning is assessed through observable behaviors that demonstrate the replication of knowledge provided by the teacher. However, constructivism posits that learning is an active process of generating new knowledge from experiences. Therefore, assessment in the constructivist model is qualitative and evaluates how students structure and process knowledge, using methods like concept mapping and continuous, formative assessment.
This document discusses formative and summative assessment. It defines formative assessment as assessment for learning that is used to adjust teaching and learning, while summative assessment measures achievement after instruction. The document provides examples of formative assessment methods like questions, discussions, and feedback. It also discusses using assessment to guide instruction and involve students in self-assessment. Cooperative learning is presented as an example of formative assessment that can effectively evaluate student understanding through group work and feedback. The document aims to help teachers incorporate more effective assessment practices.
1. Evaluation is an integral part of the teaching and learning process that assesses whether educational objectives are being achieved. It helps teachers ensure instruction is effective and students are progressing toward goals.
2. There are different types of evaluation, including formative evaluation during instruction and summative evaluation at the end, that serve various purposes like guiding instruction, student placement, and assessing program effectiveness.
3. Evaluation results are used to make decisions about curriculum, identify students needing remedial support, and allow students to plan future courses based on strengths shown through evaluation. It also motivates learning when used appropriately.
1. The purpose of this brief is to provide Iowa educators with a clearer understanding of what
is meant by assessment for learning (formative assessment) as a characteristic of effective
instruction within the Iowa Core.
Formative assessment is a process used by teachers and students as part of instruction. It
provides feedback to adjust ongoing teaching and learning to improve students’ achievement
of core content (Adapted from Council of Chief State School Officers, 2010).
Assessment for learning is a characteristic of effective
instruction and is an essential component of the Iowa
An assessment activity can promote
Core. As defined, it is a process, not an assessment learning if it
tool or instrument. The process includes collecting provides information that
information on student progress toward a learning teachers and their students can
goal and using the information to adjust instruction use as feedback in assessing
and increase student learning. The assessment for themselves and one another, and
learning process is not an add-on to instruction, but modifies the teaching and
an integral part of instruction necessary to identify learning activities in which they
and close the learning gap for each student. are engaged
Such assessment becomes “formative
There are numerous formal or informal strategies assessment” when the evidence is
teachers and students may use during instruction to actually used to adapt the teaching
monitor progress toward a specific learning goal. work to meet learning needs. (Black,
These strategies are a planned part of instruction and Harrison, Marshall, & Wiliam, 2003)
may include observations, embedded questions,
probes, ungraded quizzes, scoring guides, or other checks for understanding. These
strategies alone are not assessment for learning, but become so when the information gained
is used to adjust learning or instruction. As W. James Popham (2008) states in
Transformative Assessment, ―It is not the nature of the test that earns the label of formative
or summative, but the use to which the test’s results will be put.‖
Another key aspect of the definition is that assessment for learning is used by both teachers
and students. Teachers use feedback to check for student understanding during the
instructional process and to make adjustments to their instruction as necessary. Students
use feedback from the process to monitor their own learning and to make adjustments in
their learning tactics. This process occurs during instruction while learning is ongoing.
2. It is also important to note, that although all assessment for learning is classroom
assessment, not all classroom assessment
is—or should be—assessment for learning.
There is a time and a place for classroom
summative assessments as well. Information
from each assessment type is used
differently and must be used for its intended
purpose only.
Critical attributes of the assessment for
learning process include an understanding of
the learning progression, clear learning
goals, instructional modifications based on
elicited evidence of learning, descriptive
feedback, self- and peer-assessment, and a
collaborative classroom climate.
(Heritage, 2009a, 2009b, 2010).
Educators utilize K–12 learning progressions along which students are
expected to progress in a domain.
The classroom teacher needs a deep understanding of the learning goal in order to remain
focused on the big ideas surrounding that learning goal and be able to map future learning
opportunities. The teacher also needs to know the prerequisite concepts and skills students
need to develop deep conceptual or procedural
knowledge of the learning goal. Understanding this The learning progression describes a
learning progression a student might take allows the conceptual or procedural sequence
teacher to adequately plan pre-assessment, plan along which students can move
assessment for learning activities, identify a student’s incrementally from novice to more
zone of proximal development, and provide expert performance. Implicit in
progression is the notion of
differentiation tasks for individual students. ―As
continuity and coherence. “Learning
teachers use assessment and learning dynamically,
is not viewed as a series of discrete
they increase their capacity to derive deeper events, but rather as a trajectory of
understanding of their students’ responses; this then development that connects
serves to structure increased learning opportunities‖ knowledge, concepts and skills within
(Darling-Hammond, Ancess, & Falk, 1995, p. 131). a domain” (Heritage, 2007).
3. Student learning goals are clear, focused on the intended learning, and
communicated so all students understand the criteria for success.
Both the student and the teacher need to remain
focused on clear learning goals. Keeping these in A learning goal differs from a
―kid- friendly‖ language and providing students with learning objective. While the
examples of both high and low quality work ensures objective describes what the student
that students know what learning is expected of will do and the conditions under
them. As part of the assessment for learning process, which the student will perform the
teachers articulate the learning goal to students and task, the learning goal states the
provide students with the criteria for which their intended learning that is to be
success will be judged. Knowing what the learning attained. Usually the goal begins
with “understands that…” and the
goal is, having clear success criteria identified, and
success criteria begin with “I can…”
remaining focused on them are strong motivators for
students.
Instructional modifications for students are planned from carefully elicited
evidence of student learning.
The teacher includes the collection of on-going
evidence of student learning with regard to the The learning gap differs from an
intended learning goal in the instructional plan achievement gap. The learning gap
strategies. Upon interpreting the evidence, the naturally exists for all students. It is
teacher identifies student learning gaps relative to the the difference between what a
student currently knows and what
learning goal. The teacher provides descriptive
he/she needs to know next. As we
feedback to students and plans instructional
close one learning gap a new one
modifications based on the students’ zone of emerges.
proximal development.
Descriptive feedback identifies the specific knowledge and skills needed to
reach learning goal (s) for students.
Descriptive feedback is provided to the student in a timely manner. It needs to provide the
student with information about what was done well, what still needs improving, and
suggestions regarding how to improve. Teachers must also provide the student with
opportunities to make the corrections. The feedback may be provided orally or through
written communication. It may be also provided by the teacher, another adult, or by a peer;
but it is critical that feedback is focused on what a student might do to build on current
knowledge.
4. Self- and peer-assessment is planned and structured by educator and students
in order to develop life-long learning skills.
In order for students to become autonomous learners and take responsibility for their own
learning, they need to be encouraged to use self- and peer-assessment. Dunning, Heath, and
Suls (2004) observe that ―accurate self-assessment is crucial for education to be a lifelong
enterprise that continues far after the student has left the classroom‖ (p. 85).
This is not about students grading their own or peers’
work, but about providing and receiving feedback to “… „Metacognition‟- [is] the ability to
help improve their work. ―Peer-assessment [and self- monitor one‟s current level of
assessment] is interpreted as a learning activity, understanding and decide when it is
instead of merely a scoring or ranking tool‖ not adequate” (Bransford, Brown, &
Cocking, 2000, p. 47).
(Sluijsmans, 2002). It also helps students learn which
learning tactic does or does not work in a given situation for them personally. If our goal is
for students to become autonomous learners, then they need the opportunity to think about
their learning and assess their efforts.
These practices require skills in metacognition which need to be taught and modeled by the
teacher. For it to be effective, students need to have a clear understanding of the learning
intention for the self- or peer-assessment and know what they are specifically looking for in
the work. This is not something that is accomplished without planning and is a structured
process. Teachers need to help students learn to self- and peer-assess work.
A collaborative classroom climate is conducive to assessment for learning.
For assessment for learning to work, the classroom atmosphere must be one in which the
student feels respected and the teacher’s role is one as a collaborator. The classroom culture
should exemplify a non-threatening culture distinguished by a sense of trust between
teachers and students, respect, appreciation of differences, and transparency in the learning
objectives. Ideally, all members of the class understand that learning is a collaborative
partnership and they work together to see that all continuously learn.
While evidence from research indicates that all six attributes of assessment for learning will
lead to increased student learning, there is no indication as to which is the most important
attribute. As teachers build in their capacity to use the process of formative assessment, all
attributes will become a part of their classroom practice.
5. As you review the following research, keep in mind
that the formative assessment described by each A meta-analysis combines the results
researcher is defining formative assessment as the from several studies with related
Iowa Department of Education is defining research hypotheses.
assessment for learning.
In 1998(b), Paul Black and Dylan Wiliam reported on their meta-analysis based on nine
years worth of research through over 250 articles in over 160 journals. They found that ―The
consistent feature across the variety of these examples is that they show that attention to
formative assessment can lead to significant learning
gains.‖ When comparing the average improvements Effect size is a statistical analysis
in test scores of students involved in formative used in meta-analyses to compare
the results between two or more
assessment practices to the average improvements in
studies. An effect size of .4 represents
test scores of students in classrooms not involved in
change from the 16th percentile to the
formative assessment practices, they discovered 32nd percentile. An effect size of .7
typical effect sizes of from 0.4 to 0.7. These effect would result in change from the 35th
sizes are larger than most of those found for percentile to the 61st percentile on a
educational interventions or initiatives. criterion-referenced standardized
test.
Black and Wiliam (1998a) also found that
―…irrespectively of the particular approach adopted, we have not come across any reports of
negative effects following an enhancement of formative assessment practices.‖ Usually new
initiatives/strategies will result in a dip in student learning as the teacher learns to hone the
strategy or instructional practice and as the students become accustomed to it. Then after a
period of time the increases in student learning occur. What Black and Wiliam found was
that no dip in student learning occurs as teachers begin to implement formative assessment
practices.
As part of the same study, Black and Wiliam found that learning gains were greater for low
achieving students than for all other students— reducing the achievement gap. It is
important to note they found learning gains reported for all students in classrooms engaged
in formative assessment practices.
Another strong finding of the research being conducted on formative assessment practices is
related to the frequency of its use by classroom teachers. In 1991, Robert Bangert-Drowns,
James Kulik, and Chen-Lin Kulik analyzed findings from 29 studies on the frequency of
assessments. They found that even a single formative assessment practice used in a 15-week
unit of study resulted in an effect size gain of 0.34 and the more frequently the practices are
used the greater the effect size.
Fuchs and Fuchs (1986) discovered a similar gain in effect size with multiple uses of
formative assessment practices. They found that if a teacher provided two formative
assessment practices per week in the form of curriculum-based data collection, they resulted
in an effect size of 0.85, or a percentile gain of 30 points on a standardized test.
6. John A. Ross, Gary Hogaboam, and C. Rolheiser (2002) examined the effects of training 5th
and 6th grade students to self-assess and compared it to student achievement in
mathematics problem solving. They found—in a study of over 500 students—that those
students who practiced self assessment strategies as a part of formative assessment practices
in the classroom outperformed students who did not use self-assessment strategies (effect
size of 0.40).
In a study comparing achievement gains in classrooms using four different types of teacher
feedback, the greatest pre-and post-test achievement gains were obtained by students who
received comments from teachers compared to those who received numerical grades, praise,
or no feedback (Butler, 1988).
There is strong research evidence that suggests that assessment for learning has positive
effects on student learning. As part of the instructional process, it is an integral part of
effective instructional models that facilitate learning, such as problem-based learning,
inquiry-based learning, project-based learning, inductive thinking, direct instruction, and
others.
The following section shows how assessment for learning relates to the three connecting
elements of the Iowa Core regarding planning, instructing, and assessment.
Assessment for learning is a planned process.
Effective assessment for learning begins with the
teacher understanding the intended learning to The zone of proximal development
conceptualize the sequence along which students can (ZPD) is the difference between what
a learner can do without help and
move incrementally from novice to more expert
what the learner can do with
performance—either a formally or informally guidance. It is the range within
developed learning progression. Then the teacher can which the learner is in position to
identify the learning goal to plan success criteria, pre- experience new learning.
assessments, instruction, differentiation tasks, (Vygotsky, 1978)
assessment for learning strategies, and summative
assessments. For each student, the teacher uses the information gained from the assessment
for learning practice to determine the zone of proximal development and to plan
differentiation tasks.
7. Assessment for learning is part of the instructional process, not an addition to
the process.
Assessment for learning takes place during instruction.
The practice includes the following:
Providing students with clear learning goals and
success criteria For Iowa teachers, learning
When appropriate, providing models of both high progressions and learning goals may
and low quality work be identified through both vertical
and horizontal articulation of the
Providing instructional modifications for students
essential concepts and skills in the
from carefully elicited evidence of student Iowa Core.
learning
Providing descriptive feedback to help the student know what was done correctly and
what could be done to improve
Provide scaffolded learning based on identified learning gaps
Allowing for self- and peer-assessment, for students to think meta-cognitively, and to
develop understanding of effective learning tactics
Creating a classroom climate of collaboration— a partnership in the learning process.
Assessment for learning practices provide assessment-based feedback to both
teachers and students.
If teachers are to build on students’ knowledge and previous learning, they must first be able
to identify that previous learning. This does not necessarily imply the use of formalized
assessment for learning tools, such as pre-assessment tests, probes, or other written
documents. Prior knowledge may be elicited through informal assessment for learning tools
such as observations, class discussions, checklists, participation counts, rubrics, or self-
assessments. ―Teachers’ skills in drawing inferences from students’ responses are crucial to
the effectiveness of formative assessment‖ (Heritage, 2007, p. 144).
The information learned from data collected from assessments for learning tools are used by
both teachers and students. The information helps teachers and students make adjustments
that will improve student learning. Students use the information to monitor progress toward
the learning goal and to adjust learning tactics. Teachers use the information to adjust
instruction and meet the needs of all learners. Assuredly, ―a critical component of quality
formative assessment is teachers’ use of the evidence obtained from students’ performance
on assessment tasks to adjust instruction and to guide students in adjusting their learning
strategies‖ (DeMeester & Jones, 2009, p. 7).
8. Bangert-Drowns, R., Kulik, C., & Kulik, J. (1991). Effects of classroom testing. Journal of Educational
Research, 85(2), 89–99.
Black, P., Harrison, C., Marshall, B., & Wiliam D. (2003). Assessment for learning: Putting it into
practice. Berkshire, England: Open University Press.
Black, P., & Wiliam, D. (1998a). Assessment and classroom learning. Assessment in Education:
Principles, Policy, & Practice, 5, 7–74.
Black, P., & Wiliam, D. (1998b). Inside the black box: Raising standards through classroom
assessment. Phi Delta Kappan, 80, 139–148.
Black, P., & Wiliam, D. (2004). Working inside the black box. Phi Delta Kappan, 86(1), 8–21.
Bransford, J. D., Brown, A. L., & Cocking, R. R., Committee on Developments in the Science of
Learning, National Research Council. (2000). How people learn: Brain, mind, experience, and
school. Washington, DC: National Academies Press.
Brookhart, S. (2005, April). Research on formative classroom assessment. Paper presented at the
annual meeting of the American Educational Research Association, Montreal.
Butler, R. (1988). Enhancing and undermining intrinsic motivation: The effects of task-involving and
ego-involving evaluation of interest and performance. Leicester, UK: British Journal of
Educational Psychology, 58(1), 1–14.
Cauley, K., Pannozzo G., Abrams, L., McMillan, J., & Camou-Linkroum, S. (2006). The relationship
between classroom assessment practices and student motivation and engagement: A
literature review. Metropolitan Educational Research Consortium (MERC).
Darling-Hammond, L., Ancess, J., & Falk, B. (1995). Authentic assessment in action. New York:
Teachers College Press.
DeMeester, K., & Jones, F. (2009). Formative assessment for PK–3 mathematics: A review of the
literature. Retrieved from
http://lsi.fsu.edu/Uploads/1/docs/Formative%20Assessment%20Lit%20Review%20FCR-
STEM.pdf
Dunning, D., Heath, C., & Suls, J. (2004). Flawed self-assessment: Implications for health, education,
and the workplace. Psychological Science in the Public Interest, 5(3), 69–106.
Council of Chief State School Officers. (2010). Formative Assessment for Students and Teachers
(FAST). Retrieved from
http://www.ccsso.org/Resources/Programs/Formative_Assessment_for_Students_and_Teac
hers_(FAST).html
Fuchs, L., & Fuchs, D. (1986). Effects of systematic formative evaluation: A meta-analysis.
Exceptional Children, 53, 199–208.
Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta
Kappan, 89(2), 140–145.
Heritage, M. (2009a). The process of formative assessment. Presentation at the meeting of Iowa
Assessment for Learning Institute, Des Moines, IA.
9. Heritage, M. (2009b). Understanding formative assessment and utilizing it to improve Classroom
instruction. Presentation at REL Midwest at Learning Point Associates’ Lessons Learned about
Formative Assessment Use, Chicago, IL.
Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Thousand Oaks,
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