Formative and Summative Assessments. 6th-12th Grade. Today’s Learning Targets. I can distinguish between formative, benchmark, and summative assessment. I can communicate the importance of formative assessment.
Learning targets are subparts of the objective. They are measurable achievement expectations of what students should know and be able to do in 1-2 lessons.
Learning targets should be written using language that students can understand.
We need to communicate clear learning targets to help students answer the question... “Where am I going?”
Here are some questions to consider:
•Is the learning target a measurable achievement expectation of what students should know and be able to do?
•Can the target be taught in 1-2 lessons?
•Is the learning target written using language that students can understand?
-Not only should you implement various instructional strategies, but also multiple ways to allow students to show what they have learned.
-It is important that teachers use methods that allow them to know where each student is in reaching the learning target.
-This evidence provides the opportunity for teachers to differentiate instruction, moving students toward their learning target.
-Collecting evidence gives actionable and detailed information for reflection and analysis for teacher growth.
During instruction while implementing formative assessment, examine the evidence, searching for patterns and trends that identify obstacles and misconceptions in student learning and understanding.
*These strategies have been tested by real PSRC teachers. The strategies presented can be changed to achieve your desired effect!
Write Muddy vs. Clear on the board
Discuss the day’s learning, placing information under the appropriate heading
Ask for Further questions
Use feedback to fuel planning
1. Collect writing samples
2. Note the most common issues in student work
1. Pass out rubrics, explain
3. Brainstorm in groups
4. Share out
Students hang their work around the classroom
Each students receives 5-10 Post-its
Students circulate and leave “suggestions” on
hanging work using post-its
Ask follow up questions
Students review their work and make necessary changes
Assign a task
Create a PowerPoint with questions and answers
Split the class into two groups
Pass out Plus/Minus Sheet
Collect Plus/Minus Sheets and analyze
Kewanda MerrittK-12 English Curriculum Supervisor, PSRCkewanda.email@example.com Caton Rd. Lumberton, NC 28358Program Services Building, Office B10Phone: 910-735-2350Fax: 910-671-4353
English Teacher, Red Springs High School
509 N. Vance St.
Red Springs, NC 28377