Advancing Formative Assessment in Every Classroom

Advancing Formative Assessment in Every Classroom

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Formative assessment is one of the best ways to increase student learning and enhance teacher quality. But effective formative assessment is not part of most classrooms, largely because teachers misunderstand what it is and don't have the necessary skills to implement it. In this practical guide for school leaders, authors Connie M. Moss and Susan M. Brookhart define formative assessment as an active, continual process in which teachers and students work together--every day, every minute--to gather evidence of learning, always keeping in mind three guiding questions: Where am I going? Where am I now? What strategy or strategies can help me get to where I need to go? Chapters focus on the six elements of formative assessment: (1) sharing learning targets and criteria for success, (2) feedback that feeds forward, (3) student goal setting, (4) student self-assessment, (5) strategic teacher questioning, and (6) engaging students in asking effective questions. Using specific examples based on their extensive work with teachers, the authors provide * qStrategic talking pointsq and qconversation startersq to address common misconceptions about formative assessment; * Practical classroom strategies to share with teachers; * Ways to model the elements of formative assessment in conversations with teachers about their professional learning; * qWhat ifq scenarios and advice for how to deal with them; and * Questions for reflection to gauge understanding and progress. As Moss and Brookhart emphasize, the goal is not to qdoq formative assessment, but to embrace a major cultural change that moves away from teacher-led instruction to a qpartnership of intentional inquiryq between student and teacher, with better teaching and learning as the outcome.Sometimes teachers use student selfassessment as a timesaver for grading tests. ... for formative purposes, not grading, theSadler andGood(2006) study we mentioned atthestart of the chapteris worth reporting here. ... Ross, HogaboamGray, and Rolheiser (2002) found that 5thand 6th graders who received 12 weeks of selfevaluation trainingin mathematics ... Another study looked atthe effectsof reading amodel writing assignment, generatinga listof criteria for the assignment, andselfanbsp;...

Title:Advancing Formative Assessment in Every Classroom
Author:Connie M. Moss, Susan M. Brookhart
Publisher:ASCD - 2010-10-04


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