10. Formative
Assessment for Learning
Ongoing
To determine learning
needs
Ungraded and Descriptive
Feedback (uses words)
Provides feedback to
students and teacher
to promote learning
Summative
Assessment of Learning
Occurs at the end of a
learning progression
Graded to determine
achievement level
and for reporting
Evaluative
Levels or Marks
12. Formative Assessment:
1.Learning Intentions and Success
Criteria
2.Activities Designed to Elicit Evidence
of Learning
3.Feedback that Moves Learning
Forward
4.Peer Assessment
5.Student Ownership of Learning
15. Formative Assessment:
1.Learning Intentions and Success
Criteria
2.Activities Designed to Elicit Evidence
of Learning
3.Feedback that Moves Learning
Forward
4.Peer Assessment
5.Student Ownership of Learning
18. Formative Assessment:
1.Learning Intentions and Success
Criteria
2.Activities Designed to Elicit Evidence
of Learning
3.Feedback that Moves Learning
Forward
4.Peer Assessment
5.Student Ownership of Learning
20. Striking a New Balance: How can teachers
increase their use of formative assessment and
decrease their use of summative assessment?
21. The Latin root word for assessment is
"assidere" which means to sit beside.
22. Formative Assessment:
1.Learning Intentions and Success
Criteria
2.Activities Designed to Elicit Evidence
of Learning
3.Feedback that Moves Learning
Forward
4.Peer Assessment
5.Student Ownership of Learning
26. Summative Assessment Activities
- Students demonstrate knowledge /
skills on which they have had
opportunity to practice
- Are based on known criteria
- Focus primarily on individual student
performance
- Usually broader – integrate important
skills and knowledge
- Inform report cards
Ken O’Connor, How to Grade for Learning
33. • Shift from “reporting” to “communicating
student learning”
• Report on core competencies and key areas
of learning
• Focus on learning standards (curricular
competencies and content/concepts) in
areas of learning (subjects)
34. • Use clear performance standards-based
language
• Move toward meaningful
descriptions/collections/demonstrations of
student learning
35. "We must constantly remind
ourselves that the ultimate
purpose of evaluation is to
have students become self
evaluating. If students
graduate from our schools
still dependent upon others
to tell them when they are
adequate, good, or
excellent, then we’ve
missed the whole point of
what education is about.”
- Costa and Kallick (1992)
36. “We know that sustained, collaborative,
inquiry based professional development
can help teachers develop new
understandings and approaches.”
37. Grade wide, interdisciplinary teaching
teams working on shared goals can make
a significant difference in student
learning.
38. Grading Practices That
Support Learning…
Teachers and
departments have a
shared understanding
or definition of each
grade or performance
level.
JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
Nancy
Practice with out penalty.Descriptive feedback related to agreed upon criteria / performance standards.Raises level of student attainment, and helps struggling students the most.