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The idea of using formative assessment for practice work and not taking a summative grade until students have had the opportunity to learn the knowledge and skills for which you are holding them accountable can be applied directly to your classroom assessments in a traditional grading context. 
(Brookhart, 24 pag.)


How many times are teachers shocked to discover after the learning episodes are complete, that the learners did not, in fact, learn?  This course is designed to help teachers find a path for formative assessment that leads learners to level up.  In her book Grading and Learning, Susan Brookhart calls for assessment that motivates effort and achievement.  We will tackle the problem of mathematical proficiency by developing and implementing a system of formative assessment that harnesses the power of positivity.  Learners will be able to say “I can...” and “Can you help me...” based on the assessment empowering the learner to have control over the path to success. 

This 10-hour (1 PLU) course is designed to build teacher confidence, experience, and understanding of non-graded formative assessment and feedback loops.  Strategies employed in this course will be experiential, hands-on, and collaboratively based.  This learning experience may be repeated three times for a total of 3 PLUs.

At the end of this course, teacher-learners will be able to say

  • I can articulate the essential learnings for our student-learners in student friendly language.
  • I can describe and show what reaching the target for the essential learning looks like, calls for, and requires.
  • I can build a leveled assessment to provide a path for reaching the target level of the essential learning.  This leveled assessment will ask for and provide evidence of learning and opportunities for growth.
  • I can use the evidence collected from the leveled assessment to make course corrections for learners as needed to ensure that all learners become proficient. 

At the end of this course, teacher-learners will be able to 

  • Articulate the essential learnings for our student-learners in student friendly language.
  • Describe and show what reaching the target for the essential learning looks like, calls for, and requires.
  • Build a leveled assessment to provide a path for reaching the target level of the essential learning.  This leveled assessment will ask for and provide evidence of learning and opportunities for growth.
  • Use the evidence collected from the leveled assessment to make course corrections for learners as needed to ensure that all learners become proficient.  

Each teacher-learner will verify mastery of leveled formative assessment by designing, implementing, and analyzing a leveled formative assessment.  This artifact of learning will be submitted to the instructor as evidence of learning and growth.  Mastery verification will be earned when teacher-learners are at Level 3 or Level 4 on the following rubric.

As a learner, each teacher will self-assess and peer-assess progress using the following progression:

Level 4:
I can reflect on my learning about student learning and share it with others using results from a 4-point leveled assessment to show evidence of learning and share differentiation strategies.

Level 3:
I can write a 4-point leveled assessment to offer student-learners the ability to show what they know and can do and determine what needs to be accomplished next.

I can analyze the results from a 4-point leveled assessment to plan and facilitate differentiated instruction to facilitate learning for all.

Level 2:
I can write a 4-point rubric learning progression to outline a path of success for this essential learning.

Level 1:
I can write a target “I can...” statement in student friendly language to communicate an essential learning for the unit.