Formative Assessment. The process used to assess progress towards attaining goals set forth in Educator plans, performance on standards, or both. This process may take place at any time(s) during the cycle of evaluation, but typically takes place at mid-cycle.
Formative Assessment. Formative assessment is diagnostic and designed to yield information that will help teachers identify specific areas for skill enhancement. Formative assessment consists of collaboration among professionals to provide adequate feedback and assistance to support the growth of individual professional achievement.
Formative Assessment. The Formative Assessment is designed to assess the performance of each unit employee for the purpose of facilitating her/his development. It is a developmental process premised on each employee wanting to and being able to grow. Recognizing that not all employees are at the same stage of development in each performance area component, the goal of the formative assessment process is to facilitate individual growth thus resulting in “Proficient” and “Distinguished” levels of performance. In the “Comments and/or examples” section, the evaluator may want to point out, special qualities, attributes, or significant instances in which the employee has demonstrated special skills. In this section, comments and/or examples must be provided regarding any component rated “Poor” or “Basic.”
Formative Assessment. The step in the evaluation cycle when the evaluator assesses the educator’s progress toward the goals and performance standards in their Educator Plan, and identifies achievement levels for goals and performance ratings to date.
Formative Assessment. A specific purpose for evaluation is to promote student learning, growth and achievement by providing Educators with feedback for improvement. Evaluators are expected to make frequent unannounced visits to classrooms. Evaluators are expected to give targeted constructive feedback to Educators based on their observations of practice, examination of artifacts, and analysis of multiple measures of student learning, growth and achievement in relation to the Standards and Indicators of Effective Teaching Practice.
Formative Assessment a. MID‐CYCLE REPORT:
Formative Assessment. Professional literature on the impact of formative assessment on student achievement is compelling. The landmark Black & Xxxxxxx study (1998) goes as far as to say that assessment explicitly designed to promote learning is the single most powerful tool we have for raising achievement. While it has the potential to help all students, assessment yields particularly good results with low achievers. Assessment for learning fosters motivation by emphasizing progress and achievement rather than failure. The district continues to build the knowledge base of the six essential elements of assessment for learning with all of our teachers and administrators. We assist teachers to identify elements of assessment for learning that they are implementing successfully, and to choose elements to focus upon for ongoing professional development. More than ever, classrooms are characterized by increasing diversity. Students vary in their cultural backgrounds, their facility with the English language, achievement levels and in motivation to learn. Differentiation of instruction refers to a proactive teaching response to the differing needs of students in their readiness, interests, and learning profiles. Differentiated instruction is based on a set of four key principles including: • The development of a safe, respectful learning community that values the differences of others as an asset. • The use of a variety of purposeful, flexible grouping configurations. • The use of ongoing assessment to drive the instructional process. • The development and implementation of high-quality curriculum as the core of the differentiated instructional process. (Xxxxxxxxx et al, 2007) While aspects of differentiated instruction have been addressed in a variety of professional development activities in the academic areas on an ongoing basis, this topic is now identified as an area for district focus. By increasing our attention to differentiated instruction, and providing more direct support to teachers at all levels, we hope to increase the consistency with which it is applied across all grades. Technology offers students multiple ways to access and demonstrate learning. We will be exploring various forms of instructional technology along with Universal Design for Learning pedagogical practices. Inclusive learning practices were identified through the Today & Tomorrow initiative as those that offer a variety of entry points for students. They provide highly relevant and practical learning exp...
Formative Assessment. A) The specific purpose for evaluation system is to promote student learning, growth and achievement by providing Educators with feedback for improvement. Evaluators are expected to make announced and unannounced observations of classrooms. Evaluators are expected to give targeted constructive feedback to Educators based on their observations of practice, examination of evidence, and analysis of multiple measures of student learning as well as growth and achievement in relation to the Standards and Indicators of Effective Teaching Practice rubric and as set forth by the educator’s plan.
B) The Formative Assessment is ongoing throughout the evaluation cycle but the mid-cycle report is due by January 30th. For an Educator on a two-year Self-Directed Growth Cycle, the mid-cycle Formative Assessment report is replaced by the Formative Evaluation report at the end of year one. See section 12, below.
C) The Formative Assessment report provides written feedback to the Educator about his/her progress towards attaining the goals set forth in the Educator Plan, performance in relation to the Standards and Indicators of Effective Teaching Practice rubric and overall, or both
D) By January 15, the Educator will provide to the Evaluator evidence of progress towards attaining professional practice and student learning goals, and evidence of the Educator’s performance in relation to the Standards and Indicators of Effective Teaching Practice rubric.
Formative Assessment. Formative assessment is an assessment for learning that is carried out during a course of study or a learning experience. It is used to inform learners and trainers of progress towards the learning outcomes of the course. This is a final or ‘summing up’ assessment of learning. It is used to measure learning that has already taken place and assesses progress against measurable standards. The assessment is designed to determine whether the Recruit is able to draw together the various knowledge and skills learned and to demonstrate these in a coherent manner. The Formative and Summative Assessments may be Practical or Written. These assessments will examine a Recruit's practical skills in scenario situations. Recruits will be required to demonstrate their ability to manage incidents and exercise professional judgement while appropriately employing all the skills and knowledge they have been taught during Recruit Training. Recruits must demonstrate competency in summative practical assessments. During Recruit Training, Recruits will be required to undertake knowledge and practice based written assessments.
Formative Assessment. Improving Learning in Secondary Classrooms, 96 (02), 2. Retrieved from xxxx://xxx.xxxx.xxx/edu/ceri/35661078.pdf
