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RCHS Formative Assessment Team media type="custom" key="12146886" =Resources: Seven Strategies of Assessment for Learning= By: Jan chappuis

** __Meeting Dates:__ ** 2011 - 2012 September 29, 2011 October 27, 2011 January 19, 2012 February 16, 2012 March 29, 2012 April 26, 2012 May 21, 2012 May 24, 2012 2012- 2013 October 25,2012

**Staff Training Dates:**

2011 - 2012 October 31, 2011 ~ Clapping Institute Demo February 14, 2012 ~ What is FAT? February 21, 2012 ~ Assessing Learning Target Form, Smiley Form and Exit Slip Ideas.

2012 - 2013 October 5, 2012 Professional Development: Formative Assessment: a Process to Improve Student Achievement Presented by: Ellen Vorenkamp, ED.D ~ Wayne RESA November 6, 2012 Professional Development "I Can Statements to Use"

media type="custom" key="20541324" 2013 -2014 A blurb about formative assessment: The important thing about formative assessment is that it is not a test, nor an instrument, but rather an approach to teaching and learning that uses feedback as its centerpiece in a supportive classroom context. Formative assessment is a practice that empowers teachers and students to give their best to enable learning. In the end, the success of formative assessment as an enabler of learning depends on the knowledge and skills of teachers to implement this approach in collaboration with their students, not on test developers.

Grades need to //support learning//. Students and parents need to understand that achieving in school is not only about "doing the work" or accumulating points. When teachers assign a point value to simply turning in work, or put a mark or number on everything students do and use every number when calculating the grade, the message sent to students is clear: success lies in the quantity of points earned. Any intended message about valuing the //quality// of the learning is blurred. We want students to understand that school is about learning. Grades are artifacts of learning: as such, they should reflect student achievement only.

Grades also support learning when the purpose of each assessment is clear. Formative assessments are designed to help students improve (practice), and in almost all cases should not be used to determine grades. Summative assessments are designed to measure students achievement and "are used to make statements of student learning status at a point in time to those outside the classroom" (Stiggins).

Formative Assessment... A few bullet points - according to Margaret Heritage, Assistant Director for Professional Development at the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) at the University of California, Los Angeles.

* Formative assessment is not a kind of test.
 * Formative assessment practice can have powerful effects on learning.
 * Formative assessment involves teachers making adjustments to their instruction based on evidence collected, and providing students with feedback that helps them advance their learning.
 * Students participate in the practice of formative assessment through self- and peer-assessment.

Following is a handy link to a lot of quick assessment methods, tricks, games, whatever you want to call them.

@https://sites.google.com/a/eusd.org/kjosephson/home/formative-assessment

I liked it because it gives the explanation, the "why," of the method - as well as a link to a PDF when applicable so you don't have to create it on your own. Gotta like that!

Hope you find it useful.

Formative Assessment Handouts 5 /5 /14