These are given throughout a unit of work and tell the teacher how well students are learning. Examples: ungraded quizzes, oral questioning, teacher observations, draft work, think-alouds, student-constructed concept maps, learning logs, and review of portfolios. Diagnostic and formative assessments don’t usually “count” for grades.
Primary Users | Students, teachers, parents |
Reasons for Assessing | Promote increases in achievement to help students understand how they can meet standards-based learning targets; support ongoing growth; make instructional decisions to respond to student needs |
Focus of Assessment | Standards; course objectives |
Driving Priority | Improvement |
Place in Time | Process during learning |
Teacher’s Role | Craft quality targets (student objectives) derived from standards; inform students of objectives; conduct assessments; adjust instruction based on results; involve students in the assessment process and give ongoing and regular feedback. |
Student’s Role | Participate in setting goals; act on classroom assessment results in order to improve achievement, self and peer assessment |
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Strategies
Collaborative Inquiry
Assessment of Collaborative Learning Project Outcomes
Quality Feedback:
Seven Keys to Effective Feedback
Models, Critique and Descriptive Feedback
Student Voice:
Four Ways to Amplify Student Voice
Tools
Quality Voice Feedback with Kaizena
Five Fast Formative Assessment Tools (Vicki Davis)
53 Ways to Check for Understanding
Examples