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Evidence based feedback linked to success criteria

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Evidence based feedback linked to success criteria

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Teacher and students are partners in learning

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Teacher and students are partners in learning

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Formative assessment to measure learning on a specific piece of academic content before moving on to “bigger” skills. For example: Thumbs up, down, wiggly

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Teachers must identify and then communicate instructional goals to students.

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These practices should be used daily to get a pulse of student learning.

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Can range from informal observation and convos to planned and embedded techniques

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Not graded - goal is to obtain feedback about learning

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Not graded - goal is to obtain feedback about learning

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1. Signal it, 2. choose it (true/false, agree/disagree), 3. Picture it (visual representations),  4. Troubleshoot it (identify the error and correct it) 5. Summarize it (think of techy options too), 6. Apply it (transfer learning to new situations) 7. Teach it (teach a new skill to someone else) 8. Analogize it (develop an analogy or metaphor “a ____ is like ______ because”)

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We should use these regularly to gauge student learning. Tools like graphic organizers could be used across content areas.

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5 attributes

1. Learning progressions describe how concepts and skills build in a domain, and show the trajectory of learning along which students are expected to progress.

2. teachers must first identify and then communicate the instructional goal to students.

3. Descriptive feedback should be about the particular qualities of student learning with discussion or suggestions about what the student can do to improve.

4. Formative assessment is a process that directly engages both teachers and students. In addition to teacher feedback, when students and their peers are involved there are many more opportunities to share and receive feedback.

5. A classroom culture in which teachers and students are partners in learning should be established.  Students must feel that they are bona fide partners in the learning process. This feeling is dependent on a classroom culture characterized by a sense of trust between and among students and their teachers;

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Formative assessment is a process not a single point in time of evaluation.

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Offering students the ability to teach others what they learned helps solidify their learning.

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Purpose is to obtain feedback to improve teaching, not to evaluate learning.

It's important that students understand the purpose of doing these, and also understand that it's ok to make mistakes.

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I was surprised to learn that I do teach it and troubleshoot everyday. These are very quick and easy and are not graded. It is important for students to get the feedback right away and the feedback is more than just yes or no

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After reading the article on formative assessments, one part that really stood out to me was the emphasis on the purpose of formative assessment being to obtain feedback rather than to evaluate learning. I appreciated this reminder, as it shifts the focus away from grading and toward truly understanding where students are in their learning journey. It reinforces the idea that formative assessment should be a tool to guide instruction and support student growth—not to judge or label.

I also found it important that the article highlighted how students should see mistakes as a natural and necessary part of the learning process. Creating a classroom culture where errors are viewed as opportunities to grow is something I strongly believe in, and this article reinforced that belief.

One technique that I really loved was the use of graphic organizers to check for understanding. Graphic organizers are not only a great way for students to visually organize their thinking, but they also give teachers immediate insight into what students are grasping and where they may need more support.

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By having students summarize their learning, it helps them increase comprehension. I love the idea of having them create a tweet to answer the question what is the big idea that you have learned about.

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My favorites include:  exit tickets, white boards, thumbs up, turn and talk, gallery walks, group answers. I’d like to try writing more to other content areas besides ELA, and writing game shows

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We love using whiteboards at older ages for incentives and increased engagement. They can be challenging for younger ages.

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The formative assessment process requires the teacher to share learning goals with the students and provide opportunities for students to monitor their progress.

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A lot of examples but we thought the white boards work best for older students

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As an English teacher, I love the idea of having students look at flawed writing and making corrections. I think that working in pairs on a task like this would be quite beneficial.

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I do use them but could use the whole process more and have lots of options for lots of different learners and levels

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Formative assessment and 5 attributes laid out to help define and set up what is needed to effectively do formative assessment.