Notes+1

! -- Important Points:
It is not a single test given to students Assessment carried out during instruction for improving teaching/learning Teacher/Student combination --"Students need to be actively involved in evaluating their own work" It takes teacher-prep... it's a "planned process" No single way to conduct a formative assessment: Examples can include--- exit cards, notes to teacher, planned questions, observations,

**-- This may signal a change in practice:**
Research shows that this practice has made the largest gains for low achievers Before lessons begin, goals and criteria for success are shared with students Constant feedback refers back to these goals and the criteria so students know if they are on the right track As a result of the feedback our teaching needs to change and adjust to meet the needs... that's why lesson plans don't look the same year after year

C -- Connections to the CORI framework:
Inquiry based--- Questioning is key! Higher-order thinking Making connections--- Am I reaching Goal? Student-Centered not Teacher-Centered RWI-- I need this learning Scaffolding supports prior learning and connects to new learning to reach Goals

How do we effectively teach students to assess their peers? When providing feedback, what does giving advice look like? (Need to help students reach Goals through feedback) What does "actively involved in evaluating" look like?
 * ? -- Questions we have:**