Assessment and Feedback
The Assessment with Feedback strategy requires teachers to frequently observe, assess, and monitor students’ progress towards mastery of the AKS, providing students with ongoing feedback on their progress, and adjusting instruction to increase student learning. Teachers and students should be jointly engaged in setting, reviewing, and monitoring progress towards mastery learning goals.
When using Assessment with Feedback, the teacher will implement frequent informal formative assessments as a part of the instructional cycle and provide timely, specific, and actionable feedback. The teacher will use assessment information to differentiate instruction and support student progress towards mastery of the AKS. Students act on feedback to demonstrate individual progress towards mastery of the AKS.
Assessment with Feedback does not take place in isolation, is not based on a student's grade, and is never purely summative. It is most effective when teacher and student are jointly engaged, with students receiving specific, timely, and actionable feedback on their progress and teachers using the information to be responsive to student learning to differentiate and personalize instruction.
- Fisher, D. & Frey, N. (2015). Checking for understanding. Formative assessment techniques for your classroom. Alexandria, VA: ASCD.
- Knight, J. (2013). High-impact instruction. Thousand Oaks, CA: Corwin.
- Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J.A. (2012). Classroom assessment for student learning: Doing it right- using it well (2nd ed). Boston, MA: Pearson.
- William, D. & Leahy, S. (2015). Embedding formative assessment: Practical techniques for K -12 classrooms. West Palm Beach: Learning Sciences International
- Marzano, R.J. (2017). The new art and science of teaching: More than fifty new instructional strategies for student success. Bloomington, IN: Solution Tree Press. P. 11-27
- Keeley, P. & Tobey, C.R. (2011). Mathematics Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning. Thousand Oaks, CA: Corwin
- Keeley, P. (2008). Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning. Thousand Oaks, CA: Corwin.
The Teacher will…
The Students will…
- frequently assess students’ learning in a variety of ways.
- use assessment information to differentiate instruction, provide timely and useful feedback, and guide students to monitor and reflect on their own progress towards mastery of the AKS.
- monitor and reflect on academic progress as a part of learning and assessment of the AKS— formative and summative.
- act on feedback to demonstrate learning of the AKS.
The students will draw upon mathematical concepts and procedures to analyze their validity.
Students will use mathematical vocabulary to accurately describe the effects of transformations on a parent quadratic function using the TAG protocol.
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