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formative assessments in the classroom

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"They feed teachers, and more important, feed students so they can grow" (pg. 15)

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helps teachers know what students need and helps students know where they can improve

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Students need time to read and write, ownership through choices and response given to and by other peers or even instructors.

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allow students to practice "constructing meaning" (pg. 13)

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Teachers might need to have different standards. If the class is too hard many students will get lost although it is important to keep challenging our students.

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-"students left out of the conversation" (pg. 12)
-looking for data
-rank students
-formal

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-inform instruction
-immediate feedback
-students can show what they're thinking
-teachers have control of this type of assessment

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Students should get points for... (pg. 137-139)

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Students should get points for... (pg. 137-139)

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-completion and effort
-improvement
-mastery or understanding

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To provide students certain times or challenges to write, read or discuss allows the teacher to more easily understand what the students actually need.

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reading the room and checking in with students is a form of assessment. ex. Tovani noticing students' t-shirts and asking about them

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Students should be getting grades through out the project or paper instead of just at the end. (pg. 135-137)

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Students should be getting grades through out the project or paper instead of just at the end. (pg. 135-137)

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This helps to keep students more engaged

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"Emotional engagement drives cognitive engagement (Tovani, p.30)"

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"Emotional engagement drives cognitive engagement (Tovani, p.30)"

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By collecting data teacher get to care students more, better sense of student's cognitive developing process.

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Survey that make students to do self assessment.(Tovani, p.27)

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Survey that make students to do self assessment.(Tovani, p.27)

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"Why am i here doing this work?"

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allows for constant feedback for students and more effective instruction

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Just ask them what they don't know! (Tovani, p.23-27) 

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Just ask them what they don't know! (Tovani, p.23-27) 

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Could let students do short survey, get to know what they really need.

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Begin the year with quizzes that help you to learn where the students are at (pg. 131)

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Begin the year with quizzes that help you to learn where the students are at (pg. 131)

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For example, "How much did you read this summer?", "What did you read?"

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inform instruction and improve achievement

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What is important about grading to Tovani? 

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What is important about grading to Tovani? 

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Ways that can collect student's personal interest data for future analysis and improvement approaches.

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students demonstrate mastery of skills and tasks

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based on how students perform/demonstrate previously defined skills

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a curve on a test or in a course

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compares students' performance to the performance of other students.

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Reliability: consistency
Validity: Weather the assessment measures what it is suppose to

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Assesses what the students have learned and been able to master after a number of lessons

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After instruction

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Completing actual tasks rather than finishing the written examination. One example can be project-based courses.

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implemented in a "true -to-life" context which may increase motivation in students in their learning.

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Assesses students' prior knowledge and what skills they possess at the time of the lesson

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Before and during instruction

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A form of assessment that is administered in the same way for each person. That way results can be easily compared. Examples are SAT, ACT, drivers test

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Teacher observe students performance during certain activity, the educator has to be well trained and experienced to be able to do that. (69)

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Expecting on student's best works typically presented in a folder or other alternative electronic format.

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developed by teachers in the classroom, not psyshometricians/test makers

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daily experiences of students. Teach assess students progress via classroom activities, class-works, and conversations. (p.65)

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Have positive effects on student participation, self-efficacy, critical thinking, etc.

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Rituals help students feel emotionally engaged and in control in their classroom community

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growth beliefs viewing conflict as a "byproduct of growth", focuses on overcoming challenges (pg. 83)

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"Noticing helps children become aware of themselves"

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Students group together to complete assignments, delegating tasks and helping each other overcome obstacles, allowing them to learn from the assignment as well as each other.

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describing students' behavior rather than judging it. "I noticed you___" instead of "I like that you___" or "good job doing__"

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Time
Conflict & Orderliness
Competition
School Practices and Inertia
Societal Mobility
Beliefs of students

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The teacher as well as the students lead discussions. The power is shared between teacher and student and a free exchange of ideas is encouraged

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This leads to a positive classroom community, where students feel like they are a part of something

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Students should be communicating with each other and working together to solve problems rather than competing with each other

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physical and psychological closeness between students and teachers (pg. 85)

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Use relationships to influence students' learning. (pg. 84-85)

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It's delivered randomly and provide no information for students.

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Help students to learn social skills and to learn how to appropriately interact with others

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An positive classroom climate is one in which students are connected to each other and feel as though they are part of a community they trust and feel safe in

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Ridding ourselves of the concept of student-teacher relationships as cost-benefit (pg. 82)

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It specifies the particulars of the accomplishment

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Teacher Socialization of Enthusiasm: Are you displaying your own excitement about the activity?

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Time: How do you manage time? How do you avoid rushing or giving too much time?

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Evaluation: Will students have an opportunity to self-grade and reflect? How?

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Dividing up the classroom responsibilities and giving students class jobs

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Grouping: Will your students be able to work together? How do you ensure they stay on task? How do you group together students?

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Recognition: How do you reward good work on a task? How do you avoid competition?

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Autonomy: How much freedom can you offer students in what they're doing and how they do it?

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the ways classroom dimensions shape and support the quality of relationships among students and teachers

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the ways classroom dimensions shape and support the quality of relationships among students and teachers

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Task: why are you having the students do this activity?

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Distributed leadership:
approach in which teachers find the best approach to managing the classroom by tapping into students’ expertise, ideas, and interests. (p.48)

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Relational forms of classroom management can adopt two approaches which are co-regulated classrooms and self-regulated classrooms.

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Focus is on doing work and activities are centered around completing assignments

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Class commitments:
that students can (re)commit to each day when they enter the classroom. (p.43)

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Routines help to make students gain more independency but they know what to expect without them having to be told

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Focus is on attaining knowledge and activities are catered towards ensuring students internalize information

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Routines and rituals help students to feel safe and connected in their classroom. (p.43)

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Helpful for pretty much all other aspects in classroom management.

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Helpful for pretty much all other aspects in classroom management.

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Routines & Ritual

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Working Orientation: A classroom that is focused on work; this orientation is communicated to students by the structuring of tasks, encouragement of competition, imposition of time limits, and correction of errors. (p.72)

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Learning Orientation: A classroom that is focused on learning; this orientation is communicated to students by the scaffolding of tasks, an emphasis on collaboration, and a general acceptance of mistakes as opportunities to learn problem solving. (p.71)

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Classroom climate

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Caring as a process, not a feeling (pg. 81)