Tammy O'Connor on 2009-06-16
Leaves out formative
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abubnic on 2008-11-23Most teachers routinely develop and communicate to students and parents the various plans and policies that govern the middle school classroom. Usually, this includes a classroom management plan, a grading policy, an instructional plan linked to state and district curriculum standards, a homework policy, and perhaps an intervention plan detailing what will happen for students if they fall behind.\n\nRarely do teachers include a classroom assessment plan. Most teachers typically don't develop this plan because it has been our history to see assessment as a series of isolated testing events: tests given at the end of an instructional unit or time period, like the end of a semester. However, as it turns out, students achieve at higher levels when teachers think more deeply about how their classroom assessments fit into their larger instructional environment.
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15 Nov 09
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students achieve at higher levels when teachers think more deeply about how their classroom assessments fit into their larger instructional environment.
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summative assessment, fulfills the traditional role of measuring student progress
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they reflect the level of student learning at a particular point in time.
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formative assessment, is an ongoing process used to inform instructional decisions made by the teacher and student.
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Formative assessment happens while teaching is still underway, helping shape decisions about what needs to happen next to better prepare students for the summative assessment.
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purposefully planned
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It's really how the results of any assessment are used that determines the label to apply.
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formative assessment does improve learning when students understand the intended learning and the assessment criteria, when feedback to students is accurate and descriptive, and, most importantly, when students are actively involved with their own assessment.
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in which students are intentionally involved in the entire assessment process.
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assessment for learning
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using a rubric to analyze
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using strategies to self-assess
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set goals on what comes next
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Generating their own practice tests
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keep track of their success and communicating that success to others
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Establish the purpose of each assessment and communicate how the results will be used
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Be clear with students about what learning targets they are responsible for learning.
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Use an appropriate assessment method
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Effectively communicate the results
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Involve students where appropriate in the assessment process.
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Table 1: Indicators of Sound Classroom Assessment Practice
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craft assessment experiences to maximize motivation
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turn broad statements of content standards into classroom-level targets
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effectively communicate assessment results to students.
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effectively communicate assessment results to a variety of audiences outside the classroom
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make learning targets clear to students
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involve students in assessing, tracking, and setting goals for their own learning
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involve students in communicating about their own learning
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making instruction and assessment a looping continuum
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practice days and there are game days
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By intentionally planning for more practice, we de-emphasize the competitive nature of school and give students a chance to grow with feedback, risk free
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Are they ready to succeed on the summative assessment?
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Teachers can also self-monitor their assessment balance by keeping a simple log of the assessments of and for learning (see Table 2)
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Table 2: Auditing for Balance
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29 Sep 09
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16 Jun 09
Tammy O'ConnorDefines formative and summative and what it looks like in the classroom. Pay special attention to TABLE 1!
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Rarely do teachers include a classroom assessment plan
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assessment as a series of isolated testing events: tests given at the end of an
instructional unit or time period, like the end of a semester. -
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However, as it turns out, students achieve at higher levels when teachers
think more deeply about how their classroom assessments fit into their larger
instructional environment.-
Tammy O'Connor on 2009-06-16
The teacher then kinows they are ready for the learning.
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helping shape decisions about what needs to happen next to better prepare
students for the summative assessment.-
Tammy O'Connor on 2009-06-16
It also informs students as to where they need to go.
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neither of these two components is over- or under-used; they work together to
generate the combined effects that are greater than the sum of the individual
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they are synergistic parts
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accountability end in mind,
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Tammy O'Connor on 2009-06-16
Shouldn't it be changable, not an "end."?
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both balance and thoughtful attention to formative applicatio
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- Working with clearly communicated learning goals to keep track of their
success and communicating that success to others, as in student-led
conferences.
- Working with clearly communicated learning goals to keep track of their
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- Involve students where appropriate in the assessment process.
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03 Apr 09
Wendy WindustFinding Balance: Assessment in the Middle School Classroom
Stephen Chappuis and Rick Stiggins
Most teachers routinely develop and communicate to students and parents the various plans and policies that govern the middle school classroom. Usually, this includes a classroom management plan, a grading policy, an instructional plan linked to state and district curriculum standards, a homework policy, and perhaps an intervention plan detailing what will happen for students if they fall behind.assessment stiggins assessment_for_learning formative middle_school
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06 Mar 09
Mary HentonA classroom assessment system includes formative and summative assessments. Thoughtful attention and balance should be placed on both assessments. Procedure of implementing both assessments is suggested. Chappuis, S., & Stiggins, R. (2008). Finding balance: Assessment in the middle school classroom. Middle Ground, 12(2), 12-15.
assessment of students formative assessment summative assessment balanced assessment Middle Ground NMSA
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04 Mar 09
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23 Nov 08
Anne Bubnic
Most teachers routinely develop and communicate to students and parents the various plans and policies that govern the middle school classroom. Usually, this includes a classroom management plan, a grading policy, an instructional plan linked to state and district curriculum standards, a homework policy, and perhaps an intervention plan detailing what will happen for students if they fall behind.\n\nRarely do teachers include a classroom assessment plan. Most teachers typically don't develop this plan because it has been our history to see assessment as a series of isolated testing events: tests given at the end of an instructional unit or time period, like the end of a semester. However, as it turns out, students achieve at higher levels when teachers think more deeply about how their classroom assessments fit into their larger instructional environment.
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26 Oct 08
Public Stiky Notes
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