Summary
Contents
Subject index
Supercharge your formative assessment skills and watch student learning soar!
Teachers routinely ask and answer a series of three questions with and for students: Where are my students headed? Where are they right now? How can I close the gap between where they are and where I want them to be? This text suggests that teachers also ask these parallel questions of themselves:
Where am I going?; What can formative assessment practice look like?; Where am I currently in my formative assessment practice?; How do I close the gap?
Readers are then encouraged to select a specific aspect of formative assessment to investigate, explore relevant personal practice relevant to that aspect, implement necessary changes, reflect on those changes, and continue the change process.
This practical guide can be used by individual teachers or collaboratively as a study guide for a learning community. The authors describe an effective four-step process for improving teachers' formative assessment practices that provides opportunities to reflect, consider alternative instructional approaches, and apply what they have learned. Case studies provide examples of formative assessment in practice, along with examples of teacher-implemented changes. A companion website includes an array of tools and templates for organizing, gathering, and systematically using information to strengthen formative assessment skills.
This practical guide can be used by individual teachers or collaboratively as a study guide for a learning community. Case studies provide examples of formative assessment in practice, along with examples of teachers implementing changes in their practice. A companion website includes an array of tools and templates for organizing, gathering, and systematically using information to strengthen formative assessment skills.
Self-Evaluation of Changes to Practice
Self-Evaluation of Changes to Practice
Earlier, we defined the distinctions among assessment, evaluation, and self-evaluation. Consistent with common classroom terminology, we use the term assessment when the focus is on student learning. We use evaluation or self-evaluation when the focus is on the effectiveness of your own practice. This book is all about self-evaluation, specifically in relation to formative assessment. In this chapter, we focus on self-evaluation of the changes you have made to your practice (the highlighted box in Figure 6.1). One way to think about it is that we want to help you answer these questions: “Was the change worth it?” or “Are the changes I made working? If not, why not?”
We begin this section with a concrete example ...
- Loading...