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