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. 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 assess- ment 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 par- ticularly good results with low achievers. Assessment for learning fosters motivation by em- phasizing 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 on-going professional development. FOCUS AREA #2: Differentiated Instruction More than ever, classrooms are characterized by increasing diversity. Students vary in their cultural backgrounds, their facility with the English lan- guage, achievement levels and in motivation to learn. Differentiation of instruction refers to a pro- active 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 learn- ing 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 dif- ferentiated instructional process. (Xxxxxxxxx et al, 2007) While aspects of differentiated instruction have been addressed in a variety of professional devel- opment activities in the academic areas on an on- going basis, this topic is now identified as an area for district focus. By increasing our attention to dif- ferentiated instruction, and providing more direct support to teachers at all levels, we hope to in- crease the consistency with which it is applied across all grades. FOCUS AREA #3: Inclusive Learning 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 experiences that may take place in a variety of settings in the school and community. They welcome...
Formative Assessment. In progress assessment; feedback loops between teacher and students intended to improve teaching and learning along the way, and thereby also improving the quality of the end outcome. This includes student and teacher self-assessment.
Formative Assessment a. The Formative Assessment report provides feedback and to the Educator about progress towards attaining the goals set forth in the Educator Plan and performance on each performance standard
Formative Assessment. Informal assessment is a non-standardized method of evaluating student progress. This type of assessment includes anecdotal records, verbal and written prompts during instruction, worksheets, observations, written samples of students work, teacher-made tests and quizzes, oral reading assignments, oral responses, projects, class assignments etc.
