How often are your learners playing the role of the chef and how often are they playing the role of the patron?
The CISD Learning Framework (Ch. 5, Sect. 1) describes formative assessment as assessment for learning. "Assessments used for formative purposes must entail sufficient breadth, depth and cognitive rigor to promote a deeper level of understanding...for the improvement of learning.” The Learning Framework explains that assessments being used for summative purposes provide a “...means for the measurement of learning, effectiveness of instruction and the alignment of the curriculum.”
Learning Goals and Criteria for Success
Tied to TEKS or objectives
Self- and Peer-Assessment
Include learning outcomes and soft skills
Collaboration - Educators are Learners and Learners are Educators
Evidence of the learner’s Higher Order Thinking Skills
Please reflect on the following questions:
How are these attributes evidenced in your formative assessments? In your summative assessments? Which attribute needs the most growth and attention in your own experiences and how do you plan to support this growth?