Sentences with phrase «informal assessment feedback»

Rather than taking on a general reorganization of the schools, they focused mainly on providing professional development to teachers, formal and informal assessment feedback to teachers, and within - classroom coaching services to students.

Not exact matches

Teachers at DSST have been developing these informal assessments and in the 2010 — 11 school year are working with a consultant to review the validity of the assessment items and gather feedback that will in turn make teachers better item writers.

Provide students with ongoing, informal feedback on their progress (using a formative assessment process).

I think what's happened with the formative assessment work is that people have said, «Let's just find out where they are and let's get informal feedback about what they know, what they don't know.»

Leadbeater said assessment should be «designed to help students acquire the skills they need to succeed», adding: «Increasingly dynamic assessment systems will involve both formal testing and lots of informal peer - to - peer and self - assessments, meaning that students will need to become more used to giving and receiving constructive feedback that will help them learn and improve.»

Both formal and informal assessment strategies will be shared to provide specific feedback to guide future instruction.

Performance - based assessments are conducted throughout the year, and residents receive formal and informal feedback from their mentor teachers, residency program staff, principals, and other support staff.

(a) Document a minimum of twenty - four hours of academic preparation or board approved continuing education coursework in counselor supervision training including training six hours in each area as follows: (i) Assessment, evaluation and remediation which includes initial, formative and summative assessment of supervisee knowledge, skills and self - awareness; components of evaluation e.g. evaluation criteria and expectations, supervisory procedures, methods for monitoring (both direct and indirect observation) supervisee performance, formal and informal feedback mechanisms, and evaluation processes (both summative and formative), and processes and procedures for remediation of supervisee skills, knowledge, and personal effectiveness and self - awareness; (ii) Counselor development which includes models of supervision, learning models, stages of development and transitions in supervisee / supervisor development, knowledge and skills related to supervision intervention options, awareness of individual differences and learning styles of supervisor and supervisee, awareness and acknowledgement of cultural differences and multicultural competencies needed by supervisors, recognition of relational dynamics in the supervisory relationship, and awareness of the developmental process of the supervisory relationship itself; (iii) Management and administration which includes organizational processes and procedures for recordkeeping, reporting, monitoring of supervisee's cases, collaboration, research and evaluation; agency or institutional policies and procedures for handling emergencies, case assignment and case management, roles and responsibilities of supervisors and supervisees, and expectations of supervisory process within the institution or agency; institutional processes for managing multiple roles of supervisors, and summative and formative evaluation processes; and (iv) Professional responsibilities which includes ethical and legal issues in supervision includes dual relationships, competence, due process in evaluation, informed consent, types of supervisor liability, privileged communication, consultation, etc.; regulatory issues include Ohio laws governing the practice of counseling and counseling supervision, professional standards and credentialing processes in counseling, reimbursement eligibility and procedures, and related institutional or agency procedures.