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By Suzanne Klein on 4/8/2015 12:09 PM

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Have you been following my formative assessment series? If not, you can catch up by reading “Formative Assessment: An Introduction” and “Formative Assessment: Providing Feedback.

Once you’ve read my other two posts and have a clear understanding of formative assessment, take a look at these six practical tips you can start using now.

1. Don’t emphasize grading over learning. Your goal should be to help students master the content, not to collect a grade.
 
2. Create a cooperative, not a competitive, atmosphere. Help your students understand that you are all working together as a team. If someone offers feedback, it is only in an effort to help, not hinder. 

By Suzanne Klein on 3/11/2015 9:22 AM

Click the title to read more. Formative Assessment

I ended part one of my formative assessment blog series sharing the various types of formative assessments with you. If you missed it, you can read it here.  Are you ready to dive a little deeper into formative assessment? If so, read on.

Why use formative assessment?

Watch the video below and listen as this teacher provides her second grade student with oral feedback on his writing. She has gathered information about his understanding by looking at his writing product, which in this case, serves as a formative assessment. She helps him understand where he is going, where he is now and shows him how he can close the gap. She also offers him more opportunity for practice.

By Suzanne Klein on 1/29/2015 5:21 PM

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There’s a term that has been floating among educators for some time, and it’s called formative assessment. I’ve been asked by many teachers about formative assessment and how it can be used in their classrooms to improve their students’ writing. In my next blog series, I’d like to share with you the what, why, and how of formative assessment. Let’s start off with the basics first to get our feet wet. I’ll dive into the nitty gritty for you in three more follow-up blog posts.

What is formative assessment?

Formative assessment is a planned process that provides information needed to adjust teaching and learning while they are still happening. It guides you in making decisions about future instruction and informs your students so they can adjust what they are currently doing.

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