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Formative Assessment Process Guide

The document outlines the formative assessment process involving both students and teachers in Wisconsin's educational framework. It emphasizes the roles of each party in planning learning targets, interpreting evidence, providing feedback, and adjusting learning goals. The process is cyclical and focuses on continuous improvement through collaboration and communication between students and teachers.

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Kajini Chamaththra
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8 views1 page

Formative Assessment Process Guide

The document outlines the formative assessment process involving both students and teachers in Wisconsin's educational framework. It emphasizes the roles of each party in planning learning targets, interpreting evidence, providing feedback, and adjusting learning goals. The process is cyclical and focuses on continuous improvement through collaboration and communication between students and teachers.

Uploaded by

Kajini Chamaththra
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

The Formative Assessment Process Wisconsin Department of Public Instruction, January 2017

Student’s Role Teacher’s Role


Adjust Current
Learning *Plan Learning Plan Learning Targets & Envision Proficiency: Plan Learning Targets & Envision Proficiency:
Targets & Gain a deep understanding of the learning targets. Plan and share learning targets derived from state standards &
Goals/Establish envision proficiency in each target.
New Learning Envision
Goals Proficiency Essential Question: “Where am I going?” Essential Question: “What are the learning goals?”
Essential Question: “What does proficiency look like?”

Use Teacher Designed Formative Assessments to Elicit Evidence Use Teacher Designed Formative Assessments to Elicit Evidence:
(show what they know/don’t know): Use teacher designed formative assessment practices (observations,
Participates actively in a joint partnership with the teacher to questioning thumbs up/thumbs down, etc.) to elicit evidence.
understand their progress toward the learning goals.

Interpret Evidence: Interpret Evidence:


Provide Interprets learning progress with their teacher using the success Compare evidence to success criteria to determine proficiency and
Use Teacher
Formative criteria to identify gaps in their learning. misconceptions.
Designed
Feedback to
Formative Essential Question: “Where am I now?” Essential Question: “Where is student learning compared to goals?”
Student and
Practices to
Adjust Provide Formative Feedback and Adjust Instruction: Provide Formative Feedback and Adjust Instruction:
Elicit Evidence
Instruction Participate in self-assessment, peer assessment, and student-teacher Provide specific, actionable, and immediate feedback about how the
conferencing to obtain feedback that can be used to adjust learning student can improve their learning in relation to the success criteria.
strategies in order to reach the learning goals. Quickly adjust instruction to meet learning needs by personalizing
experiences for each student.
Essential Question: “How do I get from here to there?
Interpret Essential Question: “What is working and how can I close the gap
Evidence between where students are NOW, and where they need to be?

Adjust Current Learning Goals/Establish New Learning Goals Adjust Current Learning Goals/Establish New Learning Goals
Adjust their current learning goals and set their own NEW learning Close the gap identified by formative assessment practices, adjust
goals and success criteria in a dialogue with the teacher. current goals, and establish new goals for student learning and new
success criteria with students.

* Indicates the “start” of the formative assessment practices cycle, however this is an
ongoing continuous improvement process that mimics the Plan, Do, Study, Act paradigm.

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