The fourth source in my category of “how to” build assessments comes from Tracey Flach in her 2009 book titled, Engaging Students Through Performance Assessment: Creating Performance Tasks to Monitor Student Learning. This book was difficult to categorize because I found elements of my first three categories present in this text. I chose to put this book in the “how to” category because this was really the main idea and purpose of the book. One new concept that I encountered from this book was that not only do formative assessments move learning forward; according to Fach, formative assessments are not typically graded assessments for learning. What helped the most was that this book focused heavily on both formative and summative assessments, Flach offered both clear and concise explanations and her book was a wealth of great additional resources, references and quotes from authors like James Popham and John Hattie. This book seemed to tie in many of the elements found in other sources and I found much of her terminology like essential questions and data teams very in tune to what my district is currently doing. Unlike some of the other sources, this one made sense and really stuck with me, perhaps the most.
The fifth source that I uncovered was an online source written by Nick Pinchok and Christopher Brandt titled, “Connecting Formative Assessment Research to Practice: An Introductory Guide for Educators” published in December 2009. This article was retrieved from the Learning Point Associates website, which has mu...
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... which she spends two chapters specifically on this target. In particular, Brookhart describes how rubrics can be used for “giving feedback that feeds forward, for supporting student self-assessment and for helping students ask effective questions about their work. (Brookhart, 102). The most helpful idea presented by Brookhart in chapter ten is the concept of peer feedback. This caught my attention because my final formative assessment is using collaborative groups reviewing and discussing content and demonstrating knowledge using mini-whiteboards. Her suggestion was to have them work in pairs and provide one-on-one feedback based on constructive dialogue. This would be an easier way to assess collaborative learning by looking at the pair instead of the group. This provided me another strategy and possibility in implementing a collaborative formative assessment.
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