classroom formative vs common formative

Formative AssessmentsClassroom Formative Vs. Common Formative

Adapted from Dufour, Solution Tree

mastery of the essential standards.mastery of the lesson objectives.The assessment shows

whether or not the student

demonstrates…

to compare students’ results and identify

best practices.

to describe each individual student’s

attainment of skill.

The assessment data is

used…

collaboratively plan and implement

program-wide instructional improvement.

determine what to re-teach and/or how to

re-group students and to guide decisions

about next steps in the learning process

The assessment results are

used by the teacher(s) to…

helps teachers or teams of teachers to

analyze and improve their instructional

strategies.

describes the student’s comprehension of

the lesson and informs students of their

progress.

The assessment provides

feedback that…

two to three times per quarter.daily or after each lesson.The assessment is given to

students…

a collaborative team of teachers.the individual teacher.The assessment is created or

chosen by…

Common Formative Assessments

Classroom Formative Assessments

Teachers use on–going formative assessments to provide feedback to students about their progress and to guide the

teachers decisions on instruction and next steps.

Translated into easy-to-use- language by: Michelle Walker-Wade and colleagues K Barroso and K Burnett – Sep 2011

Formative AssessmentsClassroom Formative Vs. Common Formative

Adapted from Dufour, Solution Tree

The assessment shows

whether or not the student

demonstrates…

The assessment data is

used…

The assessment results

are used by the teacher(s)

to…

The assessment provides

feedback that…

The assessment is given

to students…

The assessment is created

or chosen by…

Common Formative Assessments

Classroom Formative Assessments

Teachers use on– going formative assessments to provide feedback to students about their progress and to guide decisions on instruction and next steps.

the individual

teacher.

daily or after

each lesson.

describes the student’s

comprehension of the

lesson and informs

students of their

progress.

determine what to re-teach

and/or how to re-group

students and to guide

decisions about next steps

in the learning process

to describe each

individual

student’s

attainment of skill.

mastery of the

lesson

objectives.

a collaborative

team of

teachers.

two to three

times per

quarter.

helps teachers or

teams of teachers to

analyze and improve

their instructional

strategies.

collaboratively plan

and implement

program-wide

instructional

improvement.

to compare

students’ results

and identify best

practices.

mastery of the

essential

standards.