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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.


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


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


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


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


The Process of Formative Assessment

(Heritage, 2010)

Slide 5Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at

McRel


The Process of Formative Assessment

(Heritage, 2010)


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?


McRel

copyright © 2012 assessment and accountability comprehensive center & north central...

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