Examples of Formative Assessment When incorporated into classroom practice, the formative assessment process provides information needed to adjust teaching and learning while they are still happening. The process serves as practice for the student and a check for understanding during the learning process. The formative assessment process guides teachers in making decisions about future instruction. Observations Questioning Discussion Exit/Admit Slips Learning/Response Logs Graphic Organizers Peer/Self Assessments Practice Presentations Visual Representations Kinesthetic Assessments Individual Whiteboards Laundry Day Four Corners Constructive Quizzes Think Pair Share Appointment Clock eHow: Types of Formative Assessment
A Handy Chart Featuring 8 Ways to Do Formative Assessment April 5, 2014 As a follow up to the materials I have already posted on formative assessment, I am introducing you today this wonderful chat that I learned about through Bianca. The chart features 8 strategies teachers can use to conduct a formative assessment. By definition, formative assessment is assessment for learning (summative assessment is assessment of learning ) which usually takes place simultaneously with learning. In the chart below, you will get to discover 8 ways you can check for students comprehension, have a look and share with us what you think of it. Adult Literacy, Numeracy and Cultural Capability ยป Ako Aotearoa Kia ora and welcome to our new home for literacy, numeracy (LLN) and cultural capability resources to support people working with adult learners. 2019 ALNACC Roadshow We will kick off our ALNACC professional learning and development (PLD) programme for 2019 with a roadshow, bringing you all you need to know about what we have in store for you and how you can get the best out of our brand-new PLD offerings. Roadshow dates A new model for foundation education in Aotearoa Learners in foundation education need quality teaching. As part of our work in Adult Literacy, Numeracy and Cultural Capability (ALNACC) Ako Aotearoa has developed a coherent system to describe, build and enhance the capability of practitioners and organisations in foundation education. Reading collections: The Reading Collections are part of a suite of linked materials to support adult literacy learning. The Learning Progressions booklets: Contextualised resources: Reaching resources previously available on Te Arapiki Ako:
Rubrics for Teachers - Assessment Learn more about our Online Courses, Online Certificate Programs, and Graduate Degree A collection of rubrics for assessing portfolios, group work/cooperative learning, concept map, research process/ report, PowerPoint, oral presentation, web page, blog, wiki, and other social media projects. Quick Links to Rubrics Social Media Project Rubrics Wiki RubricCriteria for assessing individual and group Wiki contributions. Blog RubricAssess individual blog entries, including comments on peers' blogs. Twitter RubricAssess learning during social networking instructional assignments. Discussion, Teamwork, and Group Work Rubrics Online Discussion Board RubricAssessing ability to share perspectives, refine thoughts through the writing process, and participate in meaningful discussionPrimary Grade Self-Evaluation Teamwork Rubric (PDF)Features of a sandwich to graphically show the criteria PowerPoint and Podcast Rubrics A+ PowerPoint Rubric Joan Vandervelde's rubric provides 10 performance categories
Classroom Assessment Techniques (CATs) Print Version What Are CATs? Classroom Assessment Techniques (CATs) are generally simple, non-graded, anonymous, in-class activities designed to give you and your students useful feedback on the teaching-learning process as it is happening. Examples of CATs include the following. The Background Knowledge Probe is a short, simple questionnaire given to students at the start of a course, or before the introduction of a new unit, lesson or topic. Why Should I Use CATs? CATs can be used to improve the teaching and learning that occurs in a class. Provide just-in-time feedback about the teaching-learning processProvide information about student learning with less work than traditional assignments (tests, papers, etc.)Encourage the view that teaching is an ongoing process of inquiry, experimentation, and reflectionHelp students become better monitors of their own learningHelp students feel less anonymous, even in large coursesProvide concrete evidence that the instructor cares about learning
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