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Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel
Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel
This professional development is brought to you by:(AACC) Assessment and Accountability Comprehensive Center: A WestEd and CRESST partnership (http://www.aacompcenter.org) and the (NCCC) North Central Comprehensive Center at McREL (http://www.mcrel.org/nccc/). The work reported herein was supported by WestEd, grant number 4956 s05-093, through the Assessment and Accountability Comprehensive Center, and by McREL, grant number S283B050024, through the North Central Comprehensive Center at McREL, as administered by the U.S. Department of Education.
The findings and opinions expressed in this program are those of the author(s) and do not necessarily reflect the positions or policies of AACC, CRESST, WestEd, McREL, NCCC, or the U.S. Department of Education.
Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel
Introduction to Responsive Action
Responsive Action: Instruction
Responsive Action: Feedback, Part 1Responsive Action: Feedback, Part 2
Introduction
Lesson 1
Lesson 2
Lesson 3
Slide 1
Main Messages, Learning Goals, Success Criteria
Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel
Main Messages
Slide 2
Lesson 1 • After teachers have elicited, analyzed and interpreted information on
students’ learning, teachers must respond in some way to the information – the essence of formative assessment
Lesson 2 • Instructional modifications help bridge the gap between students’
current level of learning and the desired learning goalLesson 3
• Effective feedback focuses on student performance, not on the students themselves; effective feedback includes strategies and next steps, rather than complete solutions
• Students need to use feedback to improve their learning
Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel
Understand that responsive action to move learning forward follows from eliciting and interpreting evidence
Understand the characteristics of effective feedback Understand when instruction and/or feedback is the
appropriate course of action
Learning Goals
Slide 3
Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel
Explain why teachers should take responsive action Explain how teachers can take responsive action Describe the characteristics of effective feedback Explain desired consequences of students’ use of
feedback
Success Criteria
Slide 4
Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel
The Process of Formative Assessment
(Heritage, 2010)
Slide 5Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at
McRel
Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel
The Process of Formative Assessment
(Heritage, 2010)
Slide 6Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at
McRel
Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel
Turn & TalkTurn to your partner and discuss your current thinking about the relationship between feedback and instruction:
• How are your understandings similar?• How do they differ?
Slide 7Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at
McRel
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