Assessment and Feedback
SEL Competencies: Self-Awareness, Self-Management, Responsible Decision Making
The Assessment and Feedback strategy involves monitoring students’ progress toward mastery of the AKS, providing students with ongoing feedback on their progress, and adjusting instruction to increase student learning. Assessment and Feedback undergirds all instruction. Teachers and students should be jointly involved in discussing learning goals and monitoring progress.
When using Assessment and Feedback, the teacher will use frequent formative assessments and provide timely, ongoing, and specific feedback. The teacher will use assessment information to differentiate instruction and support improvement in student achievement. Students will engage in the Assessment and Feedback process on an ongoing basis. Students will self-assess and reflect on their progress toward mastery of the AKS.
Assessment and 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 the teacher and student are jointly involved, with students receiving specific, timely, and actionable feedback on their progress and teachers using the information to differentiate and personalize instruction.
- Create an environment in which students are allowed to extend their learning and mastery to help others (peer tutoring, cross-age tutoring, service learning).
- Teach students how to objectively compare their performance against performance standards that have been provided by the teacher or co-created in the classroom.
- Celebrate student growth and success.
- Model ethical behavior during standardized assessment.
- Engage students in discussions to connect different approaches to solving problems or answering questions.
- Allow multiple ways for students to demonstrate mastery.
- When providing feedback, state what the student did and what the student needs to do in order to improve.
- Approach and solve problems in multiple ways.
- Maintain emotional and physical composure during assessment.
- Follow ethical and standardized procedures in standardized assessment environment.
- Accept feedback as a part of the learning process.
- Provide constructive feedback to peers.
- 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 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.
For any questions with this guide or its content, please call Instructional Support at (678) 301-6804.