Talking Points The four criteria at the top of Category III focus on monitoring student NGSS progress in a lesson or unit. We’ve focused extensively on direct, observable evidence of three-dimensional learning; but before we can examine lessons or units to look for evidence of embedded formative assessments, we need to determine just what that looks like. Formative Assessment Slide 177 Talking Points According to a paper initiated by the Council of Chief State School Officers (CCSSO) in 2008 entitled, “Formative Assessment: Examples of Practice,” formative assessment is: A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. Dylan Wiliam, who you may recall co-authored “Inside the Black Box,” the groundbreaking research report on the impact of formative assessment on student learning, says this about formative assessment in his 2011 book, “Embedded Formative Assessment”: “An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have made in absence of that evidence.” (43) Slide 178 Facilitator Notes This video can be found at Talking Points This video highlights category 3 of the EQuIP rubric: Monitoring student progress. Let’s watch this video to better understand how we may approach looking for direct observable evidence of 3D student learning in a lesson.
Talking Points The four criteria at the top of Category III focus on monitoring student NGSS progress in a lesson or unit. We’ve focused extensively on direct, observable evidence of three-dimensional learning; but before we can examine lessons or units to look for evidence of embedded formative assessments, we need to determine just what that looks like. Formative Assessment Slide 177 Talking Points According to a paper initiated by the Council of Chief State School Officers (CCSSO) in 2008 entitled, “Formative Assessment: Examples of Practice,” formative assessment is: A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. Dylan Wiliam, who you may recall co-authored “Inside the Black Box,” the groundbreaking research report on the impact of formative assessment on student learning, says this about formative assessment in his 2011 book, “Embedded Formative Assessment”: “An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have made in absence of that evidence.” (43) Slide 178 Facilitator Notes This video can be found at Talking Points This video highlights category 3 of the EQuIP rubric: Monitoring student progress. Let’s watch this video to better understand how we may approach looking for direct observable evidence of 3D student learning in a lesson.
EQuIP%203.0%20PL%20Guide%20Module%209.docx