Formative+Assessments

Still to come.
OPTIONS FOR THIS PAGE BELOW: =Formative Assessments =

This page of the team's wikispace could be used to discuss the process of creating common formative assessments. The goals for student learning that are to be measured by the assessments should be posted here as well. Results from the assessments can be posted on this page for review, and the plan for providing additional time and support is able to be disscussed on this page as well. The discussion option above is available for team members to use to communicate regarding this topic, rather than using email.

Definition: "common formative assessment: An assessment typically created collaboratively by a team of teachers responsible for the same grade level or course. Common formative assessments are used frequently throughout the year to identify (1) individual students who need additional time and support for learning, (2) the teaching strategies most effective in helping students acquire the intended knowledge and skills, (3) program concerns---areas in which students generally are having difficulty achieving the intended standard---and (4) improvement goals for individual teachers and teams." Dufour __Learning by Doing__ p.214

Additional information regarding formative assessments is explained below: "Formative assessments are assessments //for// learning that measure a few things frequently. These timely in-process measurements can inform teachers idividually and collectively regarding the effectiveness of their practice. Furthermore, these teacher made assessments identify which students have learned each skill and which have not, so that those who are experiencing difficulty can be provided with additional time and support for learning. When done well, they advance and motivate, rather than merely check on student learning. The clearly defined goals and descriptive feedback to students provide them with specific insights regarding how to improve, and the the growth they experience helps build their confidence as learners (Stiggins, 2002). These timely team assessments, when combined with classroom teachers' skillful ongoing assessment of student proficiency in precise skills on a daily basis, create a powerful synergy for learning." DuFour __Learning by Doing__ p.55