Assess
To gather data in order to make informed decisions (from “assidere”, meaning “to sit beside”).
To gather data in order to make informed decisions (from “assidere”, meaning “to sit beside”).
Formative assessment
Frequent and ongoing assessment, completed en route to mastery; ongoing assessment could be considered as “checkpoints” on students’ progress and the foundation for feedback given- the most useful assessment teacher can provide for students and for their own teaching decisions.
Frequent and ongoing assessment, completed en route to mastery; ongoing assessment could be considered as “checkpoints” on students’ progress and the foundation for feedback given- the most useful assessment teacher can provide for students and for their own teaching decisions.
Summative assessment
Completed after the learning experiences; usually requires students to demonstrate mastery of all the essential understandings, though they can be explored over several different tasks; gravable.
Affective Factors
Motivation
Teacher is devoted to helping student learn
Student cares about learning and wants to improve
Trust
Teacher is encouraging, constructive, sensitive to student's feelings
Class/peer relationships and attitudes support student's learning
Student feels safe to admit difficulties and uncertainties
Task Factors
Knowledge
Teacher understands the key aspects and difficulties of the task
Criteria
Teacher identifies and explains well the qualities sought
Student understands clearly what is needed
Goals
The broad, general purposes behind a program, course or curriculum.
Standards
Teacher sets standards appropriate to student
Through descriptions and examples, the standards are explained
Student understands the standards and accepts them as appropriate
Structural Factors
Connections
Final version of task can benefit from the formative assessment
Work on subsequent tasks can benefit from the formative assessment
Purposes
Formative use of task is not undermined by parallel summative use
Process Factors
Checklist:
A list of behaviors, attributes, or tasks with which teachers tally students' evidence for mastery.
Feedback
Telling students what they did, no evaluative component, and helping them compare what they did with what they were supposed to do.
Peer involvement
Teacher encourages collaboration among students to improve work.
Peers learn to be constructive and generous in offering feedback.
Monitoring
Insight
Teacher detects misunderstandings or other obstacles to success
Teacher detects exciting possibilities in student's work
Timing
Feedback is given at times when student is most receptive to it
Selectivity
Feedback addresses mainly the aspects likely to have biggest benefit
Wisdom
Feedback is convincing, appreciated, and useful to student
Motivation
Teacher is devoted to helping student learn
Student cares about learning and wants to improve
Trust
Teacher is encouraging, constructive, sensitive to student's feelings
Class/peer relationships and attitudes support student's learning
Student feels safe to admit difficulties and uncertainties
Task Factors
Knowledge
Teacher understands the key aspects and difficulties of the task
Criteria
Teacher identifies and explains well the qualities sought
Student understands clearly what is needed
Goals
The broad, general purposes behind a program, course or curriculum.
Standards
Teacher sets standards appropriate to student
Through descriptions and examples, the standards are explained
Student understands the standards and accepts them as appropriate
Structural Factors
Connections
Final version of task can benefit from the formative assessment
Work on subsequent tasks can benefit from the formative assessment
Purposes
Formative use of task is not undermined by parallel summative use
Process Factors
Balance
Feedback gives attention to strengths as well as weaknesses
Feedback gives attention to strengths as well as weaknesses
A list of behaviors, attributes, or tasks with which teachers tally students' evidence for mastery.
Feedback
Telling students what they did, no evaluative component, and helping them compare what they did with what they were supposed to do.
Self-assessment
Teacher helps student to develop self-assessment skills.
Student takes increasing responsibility for his/her own learning.
Teacher helps student to develop self-assessment skills.
Student takes increasing responsibility for his/her own learning.
Peer involvement
Teacher encourages collaboration among students to improve work.
Peers learn to be constructive and generous in offering feedback.
Monitoring
Teacher monitors student's work to track both process and progress
Insight
Teacher detects misunderstandings or other obstacles to success
Teacher detects exciting possibilities in student's work
Timing
Feedback is given at times when student is most receptive to it
Selectivity
Feedback addresses mainly the aspects likely to have biggest benefit
Rubric
Uptake
A smaller-scale continuum of scores in which each score correlates to clear descriptor of performance.
Uptake
This term is sometimes used generally to refer to what a learner notices and/or retains in second language input or instruction. Lyster and Ranta’s (1997) definition refers to a learner’s observable inmediate response to corrective feedback on his/her utterances.
Wisdom
Feedback is convincing, appreciated, and useful to student
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