CHAPTER 1: Formative Assessment and Assessment for Learning........................................1

What Is Formative Assessment?..............................................................................................................4

Summative Assessment.....................................................................................................................5

Formative or Summative?.................................................................................................................6

What Gives Formative Assessment Its Power?......................................................................................7

Formative Assessment in Teachers’ Hands......................................................................................9

Formative Assessment in Students’ Hands....................................................................................10

Seven Strategies of Assessment for Learning......................................................................................11

Where Am I Going?.........................................................................................................................11

Where Am I Now?...........................................................................................................................12

How Can I Close the Gap?...............................................................................................................13

Conclusion ............................................................................................................................................14

The Chapters Ahead.............................................................................................................................14

CHAPTER 2: Where Am I Going? Clear Targets.......................................................................15

Strategy 1: Provide students with a clear and understandable vision of the learning target............22

Converting Knowledge and Reasoning Learning Targets to

Student-friendly Language....................................................................................................................22

Defining Quality for Reasoning, Performance Skill, and Product Learning Targets....................28

When to Share the Learning Target................................................................................................41

Checking for Understanding of the Intended Learning.................................................................41

Strategy 2: Use examples and models of strong and weak work.........................................................42

Knowledge and Reasoning Learning Targets: Selected Response Items......................................42

Reasoning, Performance Skill, and Product Learning Targets:

Performance Assessment Methodology..........................................................................................43

Examples of Strategies 1 and 2 with Elementary Students.................................................................46

Inference Scenario..........................................................................................................................47

Conclusion.............................................................................................................................................51

CHAPTER 3: Where Am I Now? Effective Feedback .............................................................53

Characteristics of Effective Feedback .................................................................................................56

1. Effective feedback directs attention to the intended learning.................................................57

2. Effective feedback occurs during learning.................................................................................68

Other Feedback Variables to Consider.................................................................................................69

3. Effective feedback addresses partial understanding.................................................................70

4. Effective feedback does not do the thinking for the student....................................................72

5. Effective feedback limits correctives to what students can act on...........................................74

Suggestions for Offering Feedback.......................................................................................................75

Picture or Symbol Cues...................................................................................................................75

Assessment Dialogues.....................................................................................................................78

Peer Feedback.......................................................................................................................................83

Scaffolding a Peer Feedback Conference.......................................................................................84

Peer Response Groups....................................................................................................................87

Conclusion.............................................................................................................................................92

CHAPTER 4: Where Am I Now? Self-assessment and Goal Setting......................................93

Impact of Self-assessment on Student Achievement...........................................................................96

Three Parts: Self-assessment, Justification, and Goal Setting.............................................................99

Quick Self-assessment Ideas.................................................................................................................99

Self-assessment and Goal Setting with Selected Response and

Constructed Response Tasks...............................................................................................................103

Before: Targeting the Learning.....................................................................................................103

During: Self-assessment While Completing an Assignment, Quiz, or Test ...............................109

After: Self-assessment and Goal Setting Using the Results of a Formative Quiz or Test..........111

Self-assessment and Goal Setting with Performance Assessment Rubrics......................................117

Prerequisites.................................................................................................................................117

Ways to Format Rubric Text.........................................................................................................118

Using the Rubric Itself...................................................................................................................119

Goal Setting.........................................................................................................................................123

Helping Students Set Specific, Challenging Goals.......................................................................124

The Goal-setting Conference........................................................................................................126

Conclusion...........................................................................................................................................127

CHAPTER 5: How Can I Close the Gap? Focused Teaching and Revision.........................129

Scaffolding with Selected Response and Short Constructed Response Items.................................132

Identifying and Using Typical Misconceptions and Reasoning Errors .......................................132

Multiple-choice Items as Teaching Tools......................................................................................134

Using Graphic Organizers as Teaching Tools...............................................................................139

Scaffolding with Performance Assessment Tasks and Rubrics.........................................................141

Creating Focused Tasks.................................................................................................................141

Practicing One Criterion at a Time...............................................................................................145

Conclusion ..........................................................................................................................................146

Students Keeping Track of Their Learning........................................................................................152

Recording Progress.......................................................................................................................152

Keeping Learning Journals............................................................................................................153

Collecting Samples of Work...........................................................................................................156

Students Reflecting on Their Learning...............................................................................................159

Reflecting on Growth.....................................................................................................................159

Reflecting on a Project..................................................................................................................162

Reflecting on Achievement...........................................................................................................164

Students Reflecting on Themselves as Learners..........................................................................165

Students Sharing Their Learning .......................................................................................................167

Writing to Others..........................................................................................................................167

Participating in Conferences.........................................................................................................169

Conclusion ..........................................................................................................................................174

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