Sentences with phrase «learned about formative assessments»

What have you learned about formative assessments from using them?

Elementary and Middle School teachers and specialists from Lafayette and the East Baton Rouge Parish School District and Math - Science Partnership Project come together with Page Keeley on May 13, 2014 to learn about formative assessment in mathematics using probes from the Uncovering Student Thinking in Mathemetics and strategies from Mathematics Formative Assessment.

Not exact matches

My observations of the Finnish education system match those of Kurt and Gavin's: it's about quality teachers, personalised learning and formative assessment.

More importantly on the back - end, decisions about the underlying technology architecture and standards for data / content transport will also have implications for both the vendor marketplace and integration of all sorts of other data systems (reporting, analytics, student information systems, formative assessments, content repositories, learning management systems, etc.).

With all the education action around Standards - Based Instruction, Understanding By Design, Assessment for Learning, Grading for Learning, Project - Based Learning, Competency - Based Instruction and more, we need to have a frank conversation about formative assessment and grading.

I've written in the past about how embracing competency - based learning could allow us to break the false tradeoffs between summative and formative assessments and allow us to embrace «moderating» assessments that would serve both purposes.

On Top of the News Grand Test Auto: The End of Testing Washington Monthly May / June 2012 Behind the Headline Future Schools Education Next Summer 2011 In a special issue of the Washington Monthly, Bill Tucker writes about «stealth assessment,» the use of formative assessments built into the learning process which allow teachers to keep -LSB-...]

Invest in these easy - to - use, no prep formative assessment templates to gather information on your students» learning about insects.

As Heritage (2008) explains, «The purpose of formative assessment is to provide feedback to teachers and students during the course of learning about the gap between students» current and desired performance so that action can be taken to close the gap.»

The review phase of learning is all about formative assessment and provides an opportunity to reconnect to the lesson's learning targets.

If teachers want to differentiate instruction, they need to use formative assessments to learn about students» interests and to check for understanding.

A lot has been written about on - going, formative assessments, but my favorite resource is Checking for Understanding by Douglas Fisher and Nancy Frey This book is a quick and easy read, very accessible and full of dozens of ways to thoughtfully and systematically monitor student learning.

Pratt and her team set about looking at research around school improvement and decided to focus on differentiated teaching and learning, supported by formative assessment.

Read our new blog post to learn about how technology tools for formative assessment can help you better personalize instruction to meet the needs of your students.

(Varied Assessments) Continuous, authentic, and appropriate assessment measures, including both formative and summative ones, provide evidence about every student's learning progress.

The reader will learn about creating learning targets through assessment, how to utilize formative assessment for the whole learning process, uncover myths about differentiation and walk away with one of the most invaluable lesson we can all stand to learn - the importance of the learner's voice in the process.

Formative assessment is about informing teaching and learning.

As we work with districts on establishing professional goal - setting processes, we often hear from teachers and principals that they are unsure about what kinds of formative assessments of students» learning they should use to set and assess their professional goals related to instructional practice.

By adding scales to our classroom practice, we can easily use the formative assessments to provide specific feedback to students about their progression toward the learning goal.

Because formative assessment strategies and techniques produce so much information about student learning, formative assessment experts must be adept at recognizing which information is critical evidence for moving teaching and learning forward and which information is not.

Accomplished formative assessment teachers work fluently and automatically within the current instructional context to address students» immediate learning needs in real time — rapidly processing evidence of student thinking and learning, automatically considering the learning targets, then making advantageous decisions about the next steps of instruction to move learning forward, sometimes with a plan B or even C in mind.

It's the use of high - quality formative and summative assessments that provide clear information to the teacher and the learner about their current progress toward instructional objectives or learning targets.

In this view, the teacher functions as an educational diagnostician who — using formative assessment techniques instead of a stethoscope — listens carefully to student thinking; processes it against what he or she knows about the subject at hand, how students learn, and the goals of a lesson.

Upon identifying goals, coaches discussed and collaborated with teachers about implementing differentiated instruction, beginning with the use of pre-assessments and formative assessments to determine students» readiness level, interests, and learning preferences.

Each question is designed to force me to think carefully about what I can learn about my own instructional decision - making from the data that we collected on a common formative assessment.

Teachers can develop and use formative assessments to guide future instruction, develop individual learning goals for students, and obtain valuable information about the quality of the lessons being presented to students.

The resources in this channel explain what formative assessment is, why it's important for teachers to use this approach in the classroom, and how to use formative assessments to gather evidence about student learning and use this evidence to adjust teaching.

Want to have your thinking challenged about the role that common formative assessments should play on a professional learning team?

Our school uses a balanced approach to formative and summative assessments that provide reliable, developmentally appropriate information about student learning.

Formative assessment, rephrased for clarity as informative assessment, is classroom activity — from quiz to question, discussion to observation, learning task to student feedback — that informs teachers about their students» learning and their own teaching.

Although educators have learned a lot about good formative assessment in individual classrooms, we wondered what might happen if a school took the process schoolwide.

Here we describe what we learned about formal formative assessment.

So, while the debate may ensue about the time required and benefits of standardized assessment driven by accountability initiatives, the classroom formative assessment — when applied as intended — can have powerful effects on teaching and learning.

By designing the formative assessment around the learning targets, the resulting information is much more precise about what the student has / has not yet learned.

The first is that the formative assessment must occur during the unit of instruction, and after the initial instruction, about the essential learning target.

Teams that engage in designing, using, and responding to common formative assessments are more knowledgeable about their own standards, more assessment literate, and able to develop more strategies for helping all students learn.

To learn more about how Cerling and Lee implemented common formative assessments with their science teams, download this Naiku Case Study.

In the classroom, teachers will use formative assessments to quickly adjust instruction based on information they are gathering in real - time about their students» learning.

Classrooms that engage in formative assessment practices are ones in which teachers are explicit about expectations for learning and both teachers and students monitor students» work in terms of progress toward those expectations.

The purpose, then, of formative assessment is not just to determine proficiency on a learning target, but also to collect information from the students about their learning related to this target.

Wiliam and Leahy argue that we need to think carefully about how to support teachers in developing their use of classroom formative assessment and suggest a practical solution in teacher learning communities (TLCs).

Participants will examine how these principles intersect with quality teaching practices, student engagement and formative assessment to transform the way students learn about science and phenomena.

Formative assessment involves teachers using evidence of pupils» understanding and learning to make decisions, minute - by - minute and day - by - day, about the next steps in teaching and learning.

Interested in learning more about how Study Island and Edmentum can help support your formative assessment goals?

Ways to model the elements of formative assessment in conversations with teachers about their professional learning;

To learn more about how to incorporate formative assessment in your classroom, check this post.

Using formative assessment as a guide in teach - ing for understanding: A case study of a middle school science class learning about sound.

Interested in learning more about create a culture of formative assessment in your schools?

Now that we have had time using the program, we are working to improve our data chat process, make adjustments to the assessments as we learn more about the standards, and work on using Unify to help with more frequent formative assessments.

Enable state specialists to learn from each other about how different states are providing leadership to improve early childhood teacher evaluation and formative child assessment.