Classroom Assessment for Student Learning: Doing It Right – Using It Well. Purpose of Assessment. SUMMATIVE Assessments OF Learning How much have students learned as of a particular point in time? FORMATIVE Assessments FOR Learning
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Doing It Right – Using It Well
.7 Standard Deviation Score Gain =
Black & Wiliam
Always begin by asking
Formal and informal processes teachers and students use to gather evidence to directly improve the learning of students assessed
Provides evidence achievement to certify student competence or program effectiveness
Use assessments to help students assess and adjust their own learning
Formative uses of summative data
Use of summative evidence to inform what comes next for individuals or groups of students
Assessment for learning
Use classroom assessments to inform teacher’s decisions
1. Provide a clear statement of the learning target
Use examples and models
Where am I now?
3. Offer regular descriptive feedback
Teach students to self-assess and set goals
How can I close the gap?
5. Design focused lessons
6. Teach students focused revision
7. Engage students in self-reflection; let them keep track of and share their learningKey 5: Student InvolvementTheSeven Strategies of Assessment for Learning
When students are required to think about their own learning, articulate what they understand, and what they still need to learn, achievement improves.
Black and Wiliam, 1998; Sternberg, 1996; Young, 2000