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|
|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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