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

Page Section Under Construction. Please visit us again later and we will be updated.


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


Quality Voice Feedback with Kaizena

Five Fast Formative Assessment Tools (Vicki Davis)

53 Ways to Check for Understanding


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