Standards-based curriculum is the core of the formative assessment process in English Language Arts and Math at the Chippewa Falls Middle School.  Student progress toward proficiency on the established learning targets is monitored using a variety of both formal and informal formative practices. The use of formative practices has helped students and instructors determine progress toward standards attainment and the meeting of student learning goals.Read more about these practices in the module. 

Electronic practice that can provide teachers the ability to individualize or assign as a group. This collections of topics covers middle school standards through AP Calculus AB. Easily create a class and assign practice topics to one or all of your students. You can assign due date, late dates, as well as customize how many questions students need to work through. Students get immediate feedback on their practice and are walked through the correct solution if they get it incorrect. This website is run by a math teacher who created it because he was looking for an alternative to assigning textbook problems.

This lesson unit is intended to help you to assess how well students are able to understand the
meanings of the terms ‘Greatest Common Factor’ (GCF) and ‘Least Common Multiple’ (LCM). In
particular, the lesson will help you to identify and help students who:
*Confuse GCFs and LCMs
*Lack a sense of what values of GCF or LCM might be reasonable for a given pair of numbers.

Formative is a formative assessment tool that allows teachers to create assessment for students in which they can type, show their work with drawings or submit images.
It allows teachers to provide frequent formal and informal checks for understanding guarantee student growth as well as know exactly what each student needs as they learn and take immediate actions

Educators use formative assessment to continually reflect and improve their skills related to these practices. The Formative Assessment video is a resource that can be used to support educators' professional development related to assessment literacy. Use the Video Supplement & Resource Guide to enhance your facilitation of this professional development opportunity.

This video tutorial will help you identify effective formative practices. In order to improve student outcomes, it is essential that educators understand what the formative assessment process is and the characteristics of effective formative assessment practices.

This new resource follows Ms. G and her students as they engage in assessment throughout the school year within different grade levels (elementary, middle and secondary) and different content areas (ELA, Math, Physical Science).

Students can improve their grammar and writing skills and teachers can instantly differentiate using an adaptive platform. This website allows students and teachers to track progress toward mastery of Common Core and state standards.

 

A teacher uses peer feedback as a formative assessment in writing for kindergartners. They learn about areas of improvement within their writing from their peers and go back and make the revisions.

A teacher records suggestions and comments on writing assignments as a podcast that students can access anytime and replay as needed. This allows for timely formative feedback.

A teacher uses self-assessment as a formative practice within the classroom. Students self-assess their writing with a stop light system: green (confident with first draft), yellow (unsure and wants clarification), or red (needs support) based on a writing exemplar. Next, they partner with a student with an opposite color to provide feedback or obtain feedback. Finally students use the feedback to revise their writing.

This unit introduces students to the three types of irony and then builds on that knowledge over the course of multiple sessions. Students watch YouTube videos to categorize information on a graphic organizer, apply the knowledge from those videos to outside examples of irony, read short stories which employ the three types of irony, and ultimately demonstrate their ability to apply irony to our modern world. Over the course of these five days, through the use of effective formative assessments, students are able to move from identification to manipulation of a skill through the scaffolding provided from the teacher and other resources.

A multi-age primary classroom teacher uses formative assessment as a barometer of student learning. She records anecdotal notes about her students' reading progress within an assessment notebook and references the notes for future instruction.

A mini-poetry project allows students to practice public speaking, listening, and critical analysis skills. Students practice formative assessment throughout the unit by participating in peer assessments. Students use accountable talk to provide classmates with constructive feedback based on anecdotal notes taken during the podcast.  Students also participate in self-assessment and think about what skills they need to practice to meet proficiency.