https://padlet.com/bweidenaar/eilhmqqhpt60 After reviewing the Iowa Core IC Map for Formative Assessment and reading the paragraphs from Sadler's "Formative Assessment and the Design of Instructional Systems" respond with some thoughts about how these two documents talk to each other. What are key concepts and ideas? What do we need to remember as we head into a new school year? en-us 2018-07-05 16:49:54 UTC 2018-07-30 14:47:31 UTC hello@padlet.com mbohan1 https://padlet.com/bweidenaar/eilhmqqhpt60/wish/269766568 Each standard in the Iowa Core brings with it the idea of development. Students progression through a standard should be able to be measured as instruction progresses. The idea behind the FA is to monitor student progress and give immediate feedback in regards to mastery of the content standard. As Sadler points out, feedback is the key to the formative process. Students need feedback to understand how they are progressing (self-reflection and monitoring) and the teacher needs feedback to adjust instruction. Our goal is to progress toward mastery of the standard and since summative assessment occurs after the fact, we can use the IC map and formative assessment to deepen student understanding.]]> 2018-07-09 18:40:51 UTC https://padlet.com/bweidenaar/eilhmqqhpt60/wish/269766568 https://padlet.com/bweidenaar/eilhmqqhpt60/wish/269883529 I think one of the biggest things that both items represented was that students need to self evaluate their own work. This, in turn, required feedback from the teacher about what was done well, what can be improved upon, and the students need to be given comments and time that allow them to improve. Since summative assessment usually occurs at the end of a unit or topic, it should not be used as a way to give feedback. We want our students to master specific concepts, and the Iowa Core map demonstrated how we can adjust our instruction to meet that. ]]> 2018-07-10 21:51:25 UTC https://padlet.com/bweidenaar/eilhmqqhpt60/wish/269883529 https://padlet.com/bweidenaar/eilhmqqhpt60/wish/270257485 One of the key concepts that I saw while reading through the material was that we need to start with the bigger picture/standard/goal from the start. Only if we know the end goal are we able to identify if there is a gap in learning. Once that gap is identified, the teacher and students can work together to close that gap and reach understanding. Summative Assessments are useful in that they test all of a student's knowledge of a subject, but since it is at the end, feedback isn't as powerful. The map is a good tool to see where we are and can show the differences between a good teacher and a great teacher. ]]> 2018-07-16 01:17:37 UTC https://padlet.com/bweidenaar/eilhmqqhpt60/wish/270257485 bsjoblom https://padlet.com/bweidenaar/eilhmqqhpt60/wish/270646484 The concept that stuck out to me the most was that the student has an important role in the formative assessment process. So much of our focus is or always has been on the role of the teacher or what the teacher needs to be doing to ensure every student is learning the desired content. It is refreshing to know that the student should actually be held accountable for their own learning and to some extent the learning of their peers.   ]]> 2018-07-19 17:44:56 UTC https://padlet.com/bweidenaar/eilhmqqhpt60/wish/270646484 https://padlet.com/bweidenaar/eilhmqqhpt60/wish/270724230 The Iowa Core IC Map and the piece from Sadler both speak to the need for the students to be aware of the standards that are the learning goal.  The students must receive regular feedback and they must know and understand how to make corrections in their performance to demonstrate that the standards have been met.  One area that I need to remember is that just because I presented the material does not mean that the learner has understood how to use the material in an authentic situation. 

]]> 2018-07-20 20:55:49 UTC https://padlet.com/bweidenaar/eilhmqqhpt60/wish/270724230 https://padlet.com/bweidenaar/eilhmqqhpt60/wish/271117013 Both of these documents speak about the need to know what they are learning and where they are at on this path. Both Sadler and the IC Map talk about the progress through understanding of information and that there needs to be cognition, along with aid, to transition from beginning of concept to full grasp of it. We need to remember that we need to have formative assessments with our audience (students, adults) when teaching and differentiate where groups need to be based upon their knowledge on the content. We need to not only do this once, but continually demonstrate FA's in order to move our audience along in the manner that they will go from beginning of information to mastery of information.]]> 2018-07-25 19:21:42 UTC https://padlet.com/bweidenaar/eilhmqqhpt60/wish/271117013 https://padlet.com/bweidenaar/eilhmqqhpt60/wish/271135062 The big idea that stood out to me from both documents is the idea that formative assessments should include specific feedback about how a student can improve the gaps in learning goals. This means that instead of just pointing out problems the student demonstrates on the assessment/assignment, the teacher needs to know exactly what the student is to learn, how that learning should be demonstrated, and be able to provide clear and specific feedback to help the student demonstrate the learning in a proficient manner. This being said, formative assessments are documents of guiding evidence. They are to be used to guide the student to successful learning, not to point our flaws that are not addressed. ]]> 2018-07-26 00:01:18 UTC https://padlet.com/bweidenaar/eilhmqqhpt60/wish/271135062 https://padlet.com/bweidenaar/eilhmqqhpt60/wish/271453499 Both documents address the need for students to understand clearly what they are expected to do, and for the teacher to give clear feedback about where the student is on a clearly laid out trajectory, what the expected product looks like, and what a student can do to reach the goal.  I liked the idea that the goal of formative assessment is for students' perception of the quality of their work and the teacher's to match, because if a student does not have a clear picture of the quality of their work, they may see no reason to put effort into improving it.  These documents also reminded me that it is important that students fully understand feedback and participate in improving their work by using specific strategies the teacher provides.]]> 2018-07-30 14:40:32 UTC https://padlet.com/bweidenaar/eilhmqqhpt60/wish/271453499