Formative Assessments Clause Samples
The Formative Assessments clause establishes the requirement for ongoing evaluations of a student's progress throughout a course or program. Typically, this involves regular quizzes, assignments, or feedback sessions that help both instructors and students identify areas of strength and weakness before final grades are determined. By implementing formative assessments, the clause ensures continuous monitoring and support for learning, allowing timely interventions and promoting better educational outcomes.
Formative Assessments. For Educators on one-year or shorter plans, the Supervising Evaluator shall complete at least one Formative Assessment report during the evaluation cycle. For one-year plans that begin at the start of the school year, he/she shall complete a report and deliver it to the Educator no later than February 15. In all cases, the Supervising Evaluator shall notify the Educator in writing of the intended delivery date of a Formative Assessment report at least 30 days before said date. At least 15 days before said date, either party may request a personal conference which, shall occur before the Supervising Evaluator completes the Formative Assessment report is and delivers it to the Educator.
Formative Assessments. For educators on one (1)-year or shorter plans, the supervising evaluator shall complete at least one (1) Formative Assessment report during the evaluation cycle. Formative Assessments shall be delivered to educator by February 1st and meet with evaluator if requested by February 15th. Either party may request and shall receive a personal conference which, shall occur before the supervising evaluator completes the Formative Assessment report and delivers it to the educator.
Formative Assessments. (a) The primary formative assessment to be used by the Charter School will be performance tests given to the students on a regular basis. Student scores on these tests will be the classroom teacher’s check on how successfully the content of the curriculum has been mastered by the students. Over the course of each year, each student will develop a history of recorded scores on these performance tests. The end-of- term scores (reported in a confidential or coded manner so as to not disclose which assessment results correspond to individual students) will be reported in the annual report as a measure of the extent to which the Charter School has successfully implemented its curriculum. As an objective for these performance tests, the Charter School’s goal is to maintain an average 80% score on the tests.
(b) In addition to test scores, the Charter School will use a variety of formative assessments as diagnostic measures of student progress. For example, portfolios will also be a part of the continuing assessment, showing examples of work by each child at every grade. These portfolios will document students’ work, display a command of skills and content, and provide insight into the learning process over time. These portfolios will include a variety of student work samples, along with observations and evaluations of student learning and performance by the student and school staff.
(c) Performance-based assessments will also be used. These require students to actively solve problems and apply knowledge in production-driven learning activities. These activities may include science experiments, dramatic and oral presentations, video productions, research, and so forth.
Formative Assessments. During the school year, teachers will conduct formative assessments of student progress using a variety of measures. These assessments will help teachers regularly adjust instruction according to students’ progress and ensure that instruction is differentiated to meet each individual student’s needs. For example, teachers will use tests they design themselves aligned with the ACT and Common Core State Standards as well as performance tasks and projects aligned with coursework to measure students’ proficiency with course content and grade-level standards. These tools provide teachers with a snapshot of each student’s mastery of standards at regular intervals, and the results will be used to refine instruction to meet students’ needs.
Formative Assessments. “Stretch” Goals (Benchmarks 8-9)
Formative Assessments. Research projects and continuous assessments Summative assessments: Secondary (Years 11 - 13):
Formative Assessments. Computer-adaptive assessments include game-like activities.