Formative Evaluation

These links can provide you more information about formative assessments:

• • Formative Assessment Strategies for Every Classroom: An ASCD Action Tool, 2nd Edition by Susan M. Brookhart- This article talks about what formative assessment really is, how it differs from summative assessment, as well as the benefits of using formative assessment.

  • Formative Assessment that Truly Informs Instruction, by The National Council of Teachers of English- This position paper discusses the elements of formative assessment, what makes it effective, as well as tools and strategies to engage in formative assessment effectively.

  • Getting Started With Assessment For Learning, Cambridge Assessment International Education- This website houses a number of resources around formative assessment, especially around determining the purpose of assessment for use with students.

These links provide a variety of resources to help implement formative assessments.

• • Edutopia has a playlist of 60-Second Strategies, many of which can be used as formative assessment. Try one and reflect on what you learned about students as a result.

  • Check out 56 Different Ways to Gather Evidence of Student Achievement by David Wees. Think through what you want students to know, do, and transfer. How will you know when they have been successful? Which of these strategies or another inspired by looking through these ideas help make that evidence visible?

  • Check out 7 Smart, Fast Ways to Do Formative Assessment by Laura Thomas or Formative Assessment in Distance Learning by Andrew Miller. Partner with a group of trusted colleagues. Try out some of the strategies, invite others to observe and give each other feedback. Share what you learned with others.

Summative Evaluations

• • Use LMS assessment tools

  • Use shorter exams in live sessions- have students their cameras on during the test so that you can observe

  • Oral exams where students answer questions in a one on one sessions

  • Teach students about academic honesty and ethical decision-making

Grading

Students will be graded during virtual learning. Grades will be recorded following established district protocols at each respective level. Please see your building leader for any questions you have about grading procedures.

Without being face-to-face, there may be some students who need additional support in order to be successful. Carefully think through your grading practices. The following links may help.

• Grading For Equity by Joe Feldman. The first chapter of his book is available for download on Feldman’s website. His website also contains stories from teachers about grading practices and how they have made them more equitable.

• Grades Versus Comments: Research on Student Feedback by Thomas Guskey

• Fair Isn’t Always Equal, 3 Grading Malpractices by Rick Wormeli

• Grading Principles & Guidelines, Great Schools Partnership

• Review some of Joe Feldman’s Teacher Examples of Equitable Grading. Commit to trying one of them that resonates. What did you learn when you did? Consider using the Kipling Method to guide your thinking and any revisions you make to the example you try.

• In the guidance from Great Schools, we are advised to determine our purpose for grading before making any changes to grading practice. Either individually or even better, with colleagues, identify why you give grades. Where do you overlap on purpose? Come to a consensus around your purpose for grades. Then, make a list of your grading “rules.” Which ones support your purpose? Which do not. Commit to eliminating those that don’t and engaging students in a conversation about those decisions. Ask for feedback.