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Resources from a previous online course, implemented in partnership between WestEd, Oregon, and six other western states.
Formative assessment involves continuously collecting and using evidence to move student learning forward. Rather than adding a bunch of new evidence collection strategies to your instructional practice, we find that the best way for teachers to elicit evidence during instruction is to start with what you do already. Done well, each of these routines incorporates the insights about evidence, and assumes that these foundations of evidence collection are in place as the routines are carried out in the classroom.
Guidance about formative assessment
Giving feedback is one of several ways teachers may decide to respond to evidence of student learning. We know that when done well, feedback can have powerful effects on student learning.
Description of peer assessment
Description of self-assessment
Three interdependent core ideas about learning provide a practical framework for thinking about how to structure student learning for formative assessment. They are the means through which students reach the Content Standards during their daily learning opportunities in the classroom.
Explain the purpose of Learning Goals and Success Criteria.
Guidance about Formative Assessment concept
Guidance about formative assessment concept
Transcript of presentation on Formative Assessment concept
Resource for use in your classroom
Planning template/graphic organizer
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