Formative assessment is a process teachers and students use during instruction that provides feedback that teachers can use to adjust their teaching and students can use to improve their learning, with the overall goal of improving students’ achievement of intended instructional outcomes. Research indicates that instructional adaptations based on evidence of student learning can improve the achievement of students at all levels.
Evidence can come from how a teacher collects and uses evidence from classroom questioning, tasks and activities, student self-assessment, and student peer assessment. This dimension focuses on the teacher’s use of evidence to adjust instruction across the lesson(s) as a whole.
Download the full PDF of the Dimension X Use of Evidence section or preview the images below.
Links We Like: (more to come!)
- Contingent Teaching: Heritage
- Dylan Wiliam Hinge Questions
- Assess and Group
- How does teacher use of student assessment data change instructional practice?
- Using Assessments to Adjust Instruction in Mathematics
- Maths hinge questions in Google forms – HPo
- Using Hinge Questions as Formative Assessment Tools
- Adjusting Lessons- Have a Plan B
- Immediate Instructional Adjustments Based on Assessed Performance
- Eliciting, Interpreting, and Using Evidence of Learning
- Using Evidence to Guide Teaching and Learning
- Using Student Achievement Data to Support Instructional Decision Making
- Three Ways to Put Assessment Data to Work in the Classroom
- Making Data Work
- Using Data and Formative Assessment to Drive Instruction