For the 2nd year in a row, all OCSU teachers and administrators are focusing on formative assessment and developing goals around that topic. As we work towards these goals it is important that we’re all working from the same definition of formative assessment:
On an on-going basis,
Students and teachers use evidence of learning
To provide specific feedback
Tied to the standards
And to adapt teaching and learning
To meet immediate learner needs.
We are not necessarily talking about point in time formative assessments that we administer throughout the year. While those are a piece of the picture, we are talking about something much bigger. The larger picture includes the following key strategies:
Future posts will include more information about each of these strategies.
Additional information about formative assessment can be found in the professional development school on the OCSU Rubicon Atlas site.
On an on-going basis,
Students and teachers use evidence of learning
To provide specific feedback
Tied to the standards
And to adapt teaching and learning
To meet immediate learner needs.
We are not necessarily talking about point in time formative assessments that we administer throughout the year. While those are a piece of the picture, we are talking about something much bigger. The larger picture includes the following key strategies:
- Sharing Learning Expectations and Success Criteria
- Questioning
- Feedback
- Activating Self
- Activating Peers
Future posts will include more information about each of these strategies.
Additional information about formative assessment can be found in the professional development school on the OCSU Rubicon Atlas site.
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