Chapter 2 Study Guide - CIED 313 Spring 2024

Chapter 2 – Establishing Purpose: Assessment for and of Learning

Name:________________________________________________________________________

Part 1: Exploring Assessment Resources

“Classrooms in Action” is a resource provided by the Illinois State Board of Education (ISBE)
for teachers. In this section, you will be introduced to this resource by exploring the area of
assessment. Some of the teacher tools you will encounter you may have already seen in use in
one of your field placements.
Locate the Classrooms in Action: Tech for Teachers website
https://ilclassroomtech.weebly.com/
 Select “Assessment” from the left-hand column.
Explore the “ASSESSMENT PLATFORMS” and “RESPONSE SYSTEMS” and “Exit Tickets”
 Select “Technology in Action” from the left-hand column.
Here you will find a number of “guides.” View and download the one titled, “Assessment.”
Explore the resource provided.
 Keep this location and resources in mind when you considering technology to share for
your team’s workshop presentation for Assignment #2: Data Guided Instruction
Workshop.
Use this space to identify any of the various “tools” you have seen or heard about and share this with your discussion team.

Exact Path- allows students to practice math or reading comprehension problems based on their readiness levels.

Part 2: Pre-Reading Ideas and Activities

Most likely your cooperating teachers and their colleagues at your school placement are using
one or more of the technologies highlighted in Part 1. These tools are designed to help teachers
with important assessment tasks. Too often when the term assessment is used, the idea of state
testing such aa the Illinois Assessment of Readiness (IAR) comes to mind. If not this, then
another idea that surfaces is that assessments are used to gather the information needed to put in
the grade book to calculate a student’s grade. Both of these are related to the idea of summative
assessment.

The term assessment is associated with the act of gathering information. Examine the triangle
shaped “Balanced Assessment” graphic. Notice that Summative Assessment is located at the top

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of the triangle. In a system that is “balanced” summative assessments occur less frequently than
both interim and formative assessments. Unfortunately, summative assessment is too often the
only consideration in what really “counts” in education. However, upon close consideration one
type of assessment is not capable of meeting all of the informational needs. A “Balanced
Assessment System” considers information that is gathered (i.e. assessment) at three different
levels:
 The classroom level – At this level, teachers use assessment for learning on a daily basis.
The formative assessment ideas presented in the text will make up the majority of our
discussions in this course. For sure teachers do need information for summative
assessment tasks such as determining grades for report cards. However, activities such as
revising teaching plans, differentiating instruction, providing feedback to students, and
helping students self-assess and set goals need information to guide them as well.
 Interim/Benchmark level – Often times school or district leadership gather information at
different times during the school year to check to see how well students are making
progress toward selected benchmarks (i.e. benchmarking). This might be less formal such
as a math task created by teachers at a selected grade level. It could also be more formal
such as a computerized adaptive test such as the Measure of Academic Progress (MAP)
https://www.nwea.org or Learning Renewal Interim Assessments
https://www.isbe.net/Pages/Learning-Renewal-Interim-Assessments.aspx . Whichever
the school system decides to use, these interim measures provide important information
to help to evaluate program effectiveness (summative) and plan interventions for certain
students (formative) or adjust how certain standards are being addressed (formative).
o To gain further insights, watch the following video - Interim Assessment
(Strategic Assessment System, Part 2) (4:09) https://dpi.wi.gov/strategic-
assessment/cycles-assessment/interim
 Annual testing occurs to measure student achievement related to certain state adopted
standards.
Illinois adopted standards see “Standards and Instruction”
https://www.isbe.net/Pages/Learning-Standards.aspx

Illinois annual assessments see “Assessment”

https://www.isbe.net/Pages/Assessment.aspx

o Student learning trends from these tests help shape programs or interventions for
groups of students (formative). However, the information is used to make judgments
(summative) about such things as: evaluating student achievement, determining
program effectiveness, evaluating schools or districts, and issuing sanctions and
rewards.
o The Illinois Assessment of Readiness (IAR) (https://www.isbe.net/Pages/IAR.aspx). It
assesses the Illinois Learning Standards that incorporate the Common Core. It is
administered in English Language arts and mathematics grades 3-8 students.
o The Illinois Science Assessment (ISA) is administered to students in grades 5, 8 and
11. It is aligned with the Next Generation Science Standards (NGSS) that were
adopted in 2014. (https://www.isbe.net/Pages/Illinois-Science-Assessment.aspx)

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The Balanced Assessment diagram on page one suggests that in a system that is balanced,
formative assessments or Assessment for learning, should occur much more frequently than both
interim and summative assessment. If this is going to happen, the bulk of formative assessments
need to be prepared and conducted by the classroom teacher during the everyday routine of
teaching. Unfortunately, both the interim and summative level of assessment tend to take priority
over what should be occurring at the classroom level...i.e. think of pressure felt by teachers
related to state prepared testing or district wide benchmarks. Reluctant teachers might ask, how
can this be? If I spend all the time assessing, then when am I going to teach? This is a valid
concern – especially for those caught up in system that has adopted a “test prep” mentality.
Before forming negative judgements, recall watching the following short video clip in the
Chapter 1 Study Guide related to the Balanced Assessment System idea.
Balanced Assessment System (2:58) https://www.youtube.com/watch?v=KwqVRtmv9DQ

In this video clip, school official Syna Morgan states, “The best assessment practices are those
that are embedded in the learning. They don’t disrupt or stop the learning process…they are
part of the learning,“ (2:02 - 2:12). Chapter 2 will further elaborate on what this looks like at the
classroom level by focusing on formative assessment. While exploring these assessment ideas,
you will learn what it means for formative assessment to be diagnostic in nature, how to provide
feedback that is descriptive, and allows for peer and self-evaluation.
Connecting Ideas to Your Field Placement – CIED 303.
Your text discusses the idea of a balanced assessment system (see page 23-28). As you look over
this section, keep in mind that it might be useful background information for the two
conversations you have been asked to carry out in the Teacher Candidate Responsibility Form
for CIED 303. The two prompts below have been copied directly off this document.
 Talk to someone and/or observe how data/graphs/charts are used to determine individual or group
patterns of learning and set instructional goals.
 Talk to someone and/or observe how different types of assessments (e.g. standardized assessments,
benchmark assessments, classroom assessments used by a teacher, screening and progress monitoring
tools) are used at the school to improve learning.
You will have a chance to check in with me during class to ensure the use of these prompts is still current.

Part 3: Read Chapter 2: Establishing Purpose: Assessment for and of Learning. Take appropriate
notes if needed. As you read the chapter, complete the activities that follow.
Chapter 2 Learning Targets
At the end of the study guide, you will be asked to rate yourself in each of these areas.
1. How formative and summative assessment fit into a balanced assessment system.
2. Options for diagnostic use of assessment information.
3. What it means for an assessment to have instructional traction.
4. Characteristics of effective feedback.
5. Prerequisites to accurate self-assessment and goal setting.
6. What the Seven Strategies of Assessment for Learning are and how they connect to
research on formative assessment.

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 A Balanced Assessment System (corresponds to pages 23-28 of your text)
Draw a line to connect the phrases that best go together
Classroom assessments …serve periodic decisions
Interim assessments …serve the day to day decision making needs.
Accountability test …serve annual decisions.
True/False (Circle One) - A balanced assessment system means there are an equal amount of
formative and summative assessments at the classroom and interim/benchmark level.
Explain

The balance is skewed toward summative assessment in traditional classroom practices.

Draw a line to connect the phrases that best go together

Formative Assessment …assessment for learning.
Summative Assessment …assessment of learning
Explain
Formative assessment is used to gather information for the purpose of improving learning. Summative assessment is
used to determine the level of student achievement.

Place the phrase in the box that best matches each of the following assessment terms.
Assessment for Learning Assessment of Learning
A B
C D
E F
H G
A. Help parents support learning E.D A process during learning
B. An event after learning F. Promotion and graduation decisions
C. Provide students with insights to improve learning G. Sort students according to achievement
D. Certify student competence H. Help teachers diagnose and respond to student needs

“The larger gains attributed to formative assessment practices

will not materialize unless certain conditions are met,” (see p. 26 of your text).
These conditions are listed in the table that follows.
Use the Scale Below to Rate Your Understanding of the Following Concepts
4 - I understand and have an example in mind
Rating 3 – I understand, but I cannot come up with an example
2- I am have difficulties understanding this
1- This has lost me!
4 Aligned to instruction:
 The assessment instrument or event is designed so that it aligns directly with the content standards to
be learned.
4  All of the instrument or event’s items or tasks match what has been learned or will be taught.
4 Diagnostic for teachers:
 The instrument or event provides accurate information of sufficient detail to pinpoint specific
problems, such as misunderstandings, so that teachers can make good decisions about what actions to
take and with whom.
4 Diagnostic for students:
 If the assessment is intended for student decision-making, the information provided gives specific
guidance on what parts of the learning targets have been mastered and what parts are in need of
further action.

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 4 Timing of results:
 The results are available in time to take action with the students who generated them.
4 Time for action:
 Teachers and students have time to and do indeed take action based on the results.

How much formative information is enough? To answer this question, the authors of the text on
page 27 refer to an athletic coach example where formative assessment is likened to practices
and summative assessments to the games. Use your own words to relay how the authors
answered this question.
Answer
Anything takes practice in order to become good at it. When you practice a lot on a specific subject, you will
become good at it, so when it comes to test time, you will do good. However, you do not want to over do it with
the practices or students will become burnt out and overwhelmed.

This might be a time to take a break.

Assessment For Learning: Diagnostic Assessment (page 28)

Examples of Diagnostic Assessments
Formal Diagnostic Examples
What Number is Below the Arrow? (5:17)
https://educationnorthwest.org/resources/assessing-mathematical-understanding/diagnostic-assessment-video
Print awareness assessment
https://www.readingrockets.org/teaching/reading101-course/modules/assessment/assessment-practice
 Visit this website and read about the Print awareness assessment. Note the Printable assessment
template:
https://www.readingrockets.org/pdfs/assessment_print.pdf
 View the video clip example in the Watch and learn section (3:45).
Informal Diagnostic Examples
Thumbs Up Thumbs Down – Teacher Training (2:32)
https://www.youtube.com/watch?v=8b3bXd98n-A
Teacher Toolkit: Stop and Jot (1:25)
https://www.theteachertoolkit.com/index.php/tool/stop-and-jot
Teacher Toolkit: Student Response Cards - See how a third-grade teacher uses Student Response Cards in a
phonics lesson (2:20)
http://www.theteachertoolkit.com/index.php/tool/student-response-cards/student-response-cards-6624-note
In the space provided, explain in your own words what “diagnostic” means in terms of assessments. Use one of
the six examples above in your answer.

The practice or technique of something. The advisor explained how using the thumbs up/thumbs down method
can help students answer questions fast and can be more private.

Draw a line to connect the italicized term to the correct definition.

Progress Checks Diagnostic assessment given during instruction
Pre-assessments Diagnostic assessments given before instruction
Diagnostic assessments provide information to keep learning moving forward. In doing this they
answer several important questions. Pick one of the questions provided in the table that follows
and provide a scenario of what this might look like in a classroom setting.

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 Bold the question below that you picked.
Who is and is not understanding the lesson?
What adjustments should I make to instruction?
What are each student’s strengths? And Needs?
What misconceptions do I need to address?
How should I group students for instruction?
What differentiation do I need to prepare?
Are students ready for feedback? If so, what
feedback do they need?
Outline the classroom scenario
This can be done by using stop and jot, seeing
what students think and how they are
understanding the information can easily and
quickly make for an adjustment needed on how
things are being addressed for their best
understanding.

Place a check mark next to the informal diagnostic assessment strategies in which you are
familiar and share some additional examples you have seen?
Identify other examples that you have seen here.
_X_Thumbs up/thumbs down
__Traffic lights Exit tickets: students filled out what they knew and were given some example problems to
solve. Showed the teacher where students’ understandings were and if anything needed
__Fist of five retaught.

What is a limitation of using snapshot activities like the informal assessments listed above?
A snapshot only shows a little bit of their understanding and students can lie because they are
too scared of being made fun of (Thumbs up/thumbs down).

How did she change her practice and why?

My Classroom Then and Instead of asking if the students had any questions and if they
Now 2.1 – Kristen Gillespie didn’t, she would move on. Now she has three sections on the
At the end of class she used to board that determine where the students feel that they are on
ask students if there were any understanding. She wanted the students to learn about self-
questions. assessment and make them somewhat responsible for their
learning.
True/False (circle one) To make formative assessments such as “exit tickets” and “thumbs
up/thumbs down” more useful in providing diagnostic assessment information teachers can focus
them on intended learning.
Explain/Provide an Example.
Aske students to respond to a question like “Why did we do _______ (the activity) today?” Then use the info to
structure the next lesson’s activities.

Instructional Traction
What is meant when an assessment instrument is instructionally tractionable? (see page 32)
It means the assessment does not point to specific learning needs.

Instructional Traction with Selected Response

Consider the two selected response examples.
Example 1. Which is largest? Example 2. Which is largest?
a. 1/3 a. 2/1
b. 2/5 b. 3/8

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 c. 7/9 c. 4/3
In problem #1, which is the correct answer? In problem #2, which is the correct answer?
Which one of these questions has instructional traction? What key idea is the author sharing?
Example 2 because the wrong answers point out misconceptions, which gives you good info
about what each student needs.
What was your takeaway from this example about “instructional traction”?
The assessment needs to be in the same format and not different kinds of fractions, so you can
focus on one of the student’s needs.
Note: Chapter 5: Designing and Using a Selected Response Assessment provides much greater detail for those interested. Teacher candidates
are encouraged to examine this chapter for insights. However, this course will not cover this chapter in depth.

Instructional Traction with Rubrics

A rubric is a scoring guide. Our text defines it as, “a scoring guide that describes a progression
of levels of quality.” In practice, there is a range of quality in use at the classroom level. The
resources that follow will provide you with examples.
Examples of Rubrics related to Retelling a Story
Retelling Rubric (2:18) https://www.youtube.com/watch?v=Y4pa1GEGhCE
Story retelling rubric (4:33) https://www.youtube.com/watch?v=p5WGzqBjrE4

Rubrics for Assessment (3:04)

https://www.youtube.com/watch?v=b4shMaSel00
What is your experience with rubrics? Explain
I have used rubrics for assignments I was given and had to make rubrics for some assignments. I
preferred descriptive lesson plans over to the point ones when I was a student.

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Teachers often make their own rubrics. This is not as easy as you might think. Your text (pages 33-34)
provides insights into some qualities to consider when creating/using a rubric. We want to move toward
descriptive language. Examine examples A, B, C provided in the text relating to the following terms:
Quantitative Language Evaluative Language Descriptive Language
Rubric Critiquing Activity
Use these ideas to offer some insights/critique on how you might improve the
teacher candidate created rubric that follows. The Retelling Rubric in the previous
example on page 7 may be helpful.
Teacher Candidate Created Rubric for Retelling
5 4 3 2 1
Correctly retells three important
events from the story – Correctly
Correctly  one important event from the
retells four retells two
beginning, important
important
 one from the middle, and events from
events from the
story
 one from the end the beginning, Correctly
Does not
OR middle, or end retells one
 one retell any
important
 one important event from the of the story. important
Important important
beginning and OR event from the
Events event from events from
the  two from the middle Meets criteria beginning,
the story.
OR at a level 4, middle, or end
beginning,
 two important events from the but 3 or more of the story.
 two from the
middle and of the events
middle, and
 one from the end are
 one from the somewhat
end. OR
Meets criteria at a level 4, but 1-2 of correct.
the events are somewhat correct.
All events
Sequencing Three of the All events
retold are
Events in events retold are
sequenced in Two of the events retold are incorrectly sequenced.
Correct are incorrectly incorrectly
the correct
Order sequenced. sequenced.
order.
Used all four
transition Used two Used one No transition
words (first, transition transition words were
Transition next, then, and Used three transition words to retell words to retell word to retell used to retell
Words last) to retell events in sequential order. events in events in events in
events in sequential sequential sequential
sequential order. order. order
order.
Ideas for Improvement:

This might be a time to take a break.

Assessment For Learning: Effective Feedback (page 34)

How does the text define Effective feedback:
Effective feedback….

Information provided to students that causes an improvement in learning as a result.

True or False (Circle One) According to the researchers Kluger and DeNisi (1996) feedback in
the 130 studies they reviewed usually lead to improved learning.
Explain
Feedback is only effective if students can act on the information since they would not learn if they do not do something with the info they
receive.

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 Two factors: 1whether students act on information they receive, and 2the degree of mindfulness
triggered by the feedback seem to have solid connections in identifying effective feedback.
Which of the following student responses, would suggest a degree of mindfulness:
(check only those that apply):
_X_Students reexamine their work
_Students to give up and stop trying
_X_Students think deeply about it
_X_Students engage in productive struggle to improve it.
Four Characteristics of Effective Feedback
Below is a rating scale you will be asked complete at the end of this section on
feedback. Work through section as best you can.
Rating 4 - I understand and have an example in mind
3 – I understand, but I cannot come up with an example
2- I am have difficulties understanding this
1- This has lost me!
4 Effective feedback directs attention to the intended learning
4 Effective feedback occurs during the learning
3 Effective feedback addresses partial understanding
Effective feedback limits correctives to the amount of information the student can act on
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in a given time.

Effective feedback directs attention to the intended learning.

Stars and Stairs That’s’ Good! Now This:

What I do well Example 1 Example 2
What I can do next
That’s Good! My Teacher Comments
That’s Good!

Now this: Now this:

My Comments:
What I did:

Please give special attention to:

What do these feedback frames have in common?

Both are praising the student for the work that they did well and are offering feedback to make improvements.

Practice With Effective Feedback

Effective Feedback has two parts:
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 A. Success Feedback - identifying what has been done right or well, and
B. Next Steps Feedback that identifies: 1) an action point 2) provides prompts for next steps.
What follows is an example of feedback provided to a 2nd grade student’s assignment on retelling
the story Fussy Wolf. You will refer to this artifact as you work through the elements of effective
feedback.
2nd Grade Work Sample Example

Identifying what has been done right or well is called “success feedback.” Three options are described
in Example 2.1 (page 37 of text), list them:
1. Identify what is done correctly.
2. Describe a feature of quality present in their work.
3. Point out effective use of a strategy protocol.
Which of the strategies are evident in the 2nd grade Work Sample?
Be specific and provide an example
The first strategy is evident when the teacher said they liked the use of transition words to retell the events. It was
also evident when the teacher said the student retold important events.

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For “Next Steps feedback” to be effective it needs two parts: 1) identifying the place where
action is needed, and 2) offering guidance for next steps. Example 2.2 (page 37 of text) provides
three options for identifying action points, list them:
1. Identify something that needs correcting.
2. Describes a feature of quality needing work.
3. Point out a problem with a strategy or protocol.
Which of the strategies are evident in the 2nd grade Work Sample?
Be specific and provide an example
Strategy 2 is evident when the teacher told the student they missed an important event and asked a question to
help the student add information.

Example 2.2 (page 38 of text) also provides three option for prompting next steps. List them.
1. Offer a reminder.
2. Make as specific suggestion.
3. Ask a question.
Which of the strategies are evident in the 2nd grade Work Sample?
Be specific and provide an example
Strategy 3 is evident when the teacher asked the student a question about the last event.

Effective Feedback Occurs During the Learning

True/False (Circle One) Ruth Butler’s research supports the importance of attaching comments to
graded work was an important part of generating further learning.
Explain.
Only when comments directing attention to the intended learning were given without a grade did they trigger
further action that led to increased learning.

Effective Feedback Addresses Partial Understanding

Your text argues, “When they don’t get it, don’t give feedback.” (p. 39).
In your own words, what does this mean?

This means that it would not be worth giving feedback to a student if they straight up just don’t get something. You
can reteach it instead of telling every little thing the student messed up on.

Effective Feedback Limits Correctives to the

Amount of Information the Student Can Act on in a Given Time
True/False (Circle One) It is important for teachers to point out every mistake a student makes
on a given assignment.
Explain.
You want to narrow the feedback down to certain areas that the students need help with and go from there.

This might be a time to take a break.

Prerequisite to Effective Feedback

Coach...They Need to Understand the Game

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For feedback to be effective, the learner or person receiving the feedback needs to have a
referent or reference point. Imagine coaching basketball to a person who has never played the
game of basketball. In fact, they are not even aware what the game is all about. The coach places
the new student in a pick-up game to see what they can do (pre-assessment…good!). As the
game progresses, the coach pulls him/her out and says, you need to work on “dribbling.” (Hey…
focusing on one item at a time…good!). To the player it is obvious they need help…so they do
what the coach says…they run up and down the court dribbling switching hands as they go.
While the coaches’ feedback might be correct, does it mean anything to a player who hasn’t yet
seen an actual basketball game? Seeing a game would give the player a reference point. It would
give them a bigger picture of what the game was all about. Investing time to help the player see
different aspects of the game first might save time in the long run. This could include such things
as the purpose of the game, how points are scored, offense verses defense, how the ball is moved
down the court via passing and dribbling. Once this bigger picture is established in the players
mind, focused work on the various parts of the game would begin to make sense for them.
Instead of blindly following the coach’s directions, they could join with the coach in identifying
how they might improve. In classroom terms, this is called providing students with “learning
goals” prior to instruction. In far too many classrooms, we have students “dribbling up and down
the court” with no clue as to why they are doing a particular activity.
Using a Learning Target Throughout a Lesson (3:09)
https://www.youtube.com/watch?v=v3wAQjzuOAw
The targets listed on the wall in the video are provided below. Notice they are in student friendly
“I can” language. You will learn more about this in Chapter 3 of this text.
Target 2:
Target 1:
I can explain the purpose
I can name the 3 main parts to a letter.
or reason for sending a letter.
How did the teacher ensure the students had a clear vision of where they were going?

How did the teacher ensure students understood the purpose for the writing activity?

What formative assessment strategies did the teacher use to guide the learning as the day progressed?

A question that some wonder is, where does a teacher find learning targets?
One answer is in the learning standards adopted by the state. Recall the “Instructional Traction
with Rubrics” section of this study guide on page 7 where each had the opportunity to observe
various artifacts associated with “Retelling” (rubrics, work samples, etc..) In fact, you were
directed to offer suggestions for improvement on a Teacher Candidate Created Rubric for Retelling
AND practice effective feedback on a writing sample. Imagine how much more informed you would have
been if you would have had the following Common Core Standards related to “Retelling” to serve as a
“referent” (see the table that follows). Focus on the ideas at Grade 2 in the shaded box. Grade 1 and 3
have been provided to provide additional context.

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Grade 1
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about
key details in a text.
CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key
details, and demonstrate
understanding of their central
message or lesson.
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and
major events in a story, using key
details.
Retelling in Common Core
Grade 2
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what,
where, when, why, and how to demonstrate
understanding of key details in a text.
CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales
from diverse cultures, and determine their
central message, lesson, or moral.
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to
major events and challenges.
Grade 3
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the
basis for the answers.
CCSS.ELA-LITERACY.RL.3.2
Recount stories, including fables,
folktales, and myths from diverse
cultures; determine the central
message, lesson, or moral and explain
how it is conveyed through key details
in the text.
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g.,
their traits, motivations, or feelings)
and explain how their actions
contribute to the sequence of events

Standards such as this provide guidance for the teacher. With the 100’s of different lesson ideas
available online, it is sometime difficult to decide what is important. Standards are there to
provide guidance. Make a point of familiarizing yourself with the standards for your selected
grade level.
With these 2nd grade “Retelling” standards in mind, revisit the “Retelling” related artifacts.
What additional insights did you gain when you considered “Retelling” through the lens of the Common Core
Standards? Are there things you might modify or adjust?

You need to make sure to start out with the sequence, then setting, etc. You could probably ask students to recall
the characters first then go into the rest.

Assessment For Learning: Student Self-Assessment and Goal Setting (page 40)
Self-Assessment: Reflection from Students and Teachers (5:45)
https://www.youtube.com/watch?v=CkFWbC91PXQ
Three ideas will be conveyed in this video
 Establishing clear criteria
 Supporting self-assessment
 Opportunities to revise and improve.
Students’ ability to reflect in a way that improves learning is related to a teacher’s ability to provide/ develop rubrics
and learning targets that are clear (the topic of Chapter 3).
How does this relate to the Coach…They Need to Understand the Game example?

Students need to know what is expected of them. Showing/telling them what they should do or look like helps
them give themselves more time to help/work on themselves and do better.
The authors in this section (p. 40) point out the research from Dunning and Kruger (1999) that
suggest struggling learners lack the skills to improve because they have difficulty distinguishing
between competent and incompetent. In fact, the video that follow suggest everyone struggles
with accurate self-perceptions of competence.
Why incompetent people think they're amazing - David Dunning (5:07)
https://www.youtube.com/watch?v=pOLmD_WVY-E
How might this understanding be useful for teachers?

This can help us push our students to see real results/standings so they will know the truth on where they are and

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 where they need to push themselves more to do better.

Your text points out two preconditions required before students can accurately judge the merits
of their own work. List them below:
1) They must come to hold a concept of quality roughly similar to that of the teachers.
2) They must be able to compare their work to that standard. The last section in this chapter
provides insights into how to address this in the classroom.
The last section in this chapter provides insights into how to address this in the classroom.
This might be a time to take a break.

Preparing for the Next Section

In the prior sections of this study guide we identified formative assessments that lead to
increased student learning. This includes the following ideas:
 Diagnostic Assessment – both formal and informal
o Instructional Traction – both with selected response and rubrics
 Effective Feedback
o Four Characteristics of Effective Feedback
o Two parts to effective feedback - Success and Next Steps
o The need for a referent or reference point for feedback to make sense. Learning
goals serve this purpose.
 Student Self-Assessment and Goal setting
o Students’ abilities in this area are related to teacher’s ability to make learning
targets clear.
The last next section packages these ideas around three questions students ask themselves about
the learning that is taking place in the classroom:

Where am I going? Where am I now? How can I close the Gap?

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 Assessment For Learning: Putting the Pieces Together (page 40).

The Seven Strategies of Assessment for Learning

Your text introduces an instruction framework known as the Seven Strategies of Assessment for
Learning. These seven strategies are structured around three formative assessment questions:
 Where am I going?; Where am I now?; How can I close the Gap? (see p. 41).
Question One -> Where am I going?
How might these
strategies relate to the
question, Where am I
Strategy 1 going?

The strategies shows

them what to expect
and what’s expected of
Strategy 2
them.

Question Two -> Where am I now?

How might these
strategies relate to the
question, Where am I
Strategy 3 now?

Feedback will let them

know what they need
to fix and how. Along
Strategy 4
with that, self-
assessing can show
them how they should
fix to be better.
Question Three -> How can I close the gap?
How might these
strategies relate to the
question, How can I
Strategy 5 close the gap?

Students can learn

Strategy 6
what needs done to
make sure they learn
Strategy 7 and have learned what
they need to succeed.

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Show your understanding of the Seven Strategies of Assessment for learning by
matching the correct letter of the phrase with the strategy.
Strategy 1 F A. Provide opportunities for students to track, reflect on, and share their learning.

Strategy 2 B B. Use examples and models of strong and weak work.

Strategy 3 G C. Teach students to self-assess and set goals for next steps.

Strategy 4 C D. Use evidence of student learning needs to determine instructional next steps.

Strategy 5 D E. Design focused instruction, followed by practice with feedback.

Strategy 6 E F. Provide students with a clear and understandable vision of the learning target.

Strategy 7 A G. Offer regular and descriptive feedback during the learning.

Use your text on page 46 to place each of the strategies identified in the table above in
the appropriate column.
Destination Strategies Enabler Strategies Floater Strategies
4, 7 1, 2, 3 5, 6

Explain the Rationale

They are ultimate
goals for students
to reach in order to
become self-
directed learners.
Students will struggle It's harder for
with self-assessment students to
goal setting without communicate their
experience with these progress if learning
earlier steps. targets are not clear.

Videos Examples to Provide Clarity

Where Am I Going? In the video that follows, Jefferson City, Mo., teacher Melissa Vernon
discusses what strong and weak models of writing look like with her 1st grade class (7:29).
Where Am I Now? In this video, teacher Crystal Thayer uses a “commit and toss” activity that
allows her to get a read on her 4th graders’ misunderstandings about mammals. Thayer teaches
in Lewis County schools in Tollesboro, Ky. (6:50)
https://www.edweek.org/formative-assessment-videos
How do I close the Gap? This video describes the importance of reviewing data and making
decisions based on that data to inform instruction (2:58).
https://www.youtube.com/watch?v=ooNJUI0iKik
How do I close the Gap? This webpage includes a video (3:32) where teacher share how their
school is using “tracker sheets” to monitor student progress.
https://practices.learningaccelerator.org/strategies/student-and-teacher-progress-tracking-
through-tracker-sheets

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 This Portion of the Study Guide Will Be Done in Class
Part 4: Sharing with Your Peers
The following clip provides a quick summary of why formative assessment is important. Watch
the clip together and share your thoughts with your peers.
Formative Assessment/Evaluation (5:11) https://www.youtube.com/watch?v=cvXS2x3UhQU
Creating an “I Am“ poem
(You will have 10 minutes with peers during class time for this)
In your discussion groups, create a poem by finishing each statement below. The title of your
poem will be “I Am a Clear Purpose for Assessment.” Be prepared to share your poem with
classmates.
I Am a Clear Purpose for Assessment
I believe…that good can come from assessment.
I can…choose formative or summative.
I help….my students depending on their setbacks.
I wonder…how I can help more.
I cry…when students are struggling.
I want…to make a difference.
I touch….on every learning style.
I make….sure there are different styles of assessment.
I worry….when students are left out.
I understand…all students are different.
I try…to be including with everyone.
I hope…I touch the lives of students.
I am…Ashley Johnes, future teacher.
Mastery of Chapter 2 Learning Targets
Go back and review your notes and responses in this study guide. As you work on developing
your mastery of assessment concepts and skills, your colleagues will be an important source of
support. During the allotted time in class, make sure you take time to review any ideas or
concepts that are not clear.
3-I got this, and I have
0 - I don’t get it 1-I don’t get it, but I have a 2- I got this or will get this
something insightful I can
& I need help plan with practice.
share.
My Score Learning Target
2 How formative and summative assessment fit into a balanced assessment system.
2 Options for diagnostic use of assessment information.
2 What it means for an assessment to have instructional traction.
2 Characteristics of effective feedback.
2 Prerequisites to accurate self-assessment and goal setting.
What the Seven Strategies of Assessment for Learning are and how they connect to
2 research on formative assessment.

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