Process

Immediate Instructional Adjustments

Near-Future Instructional Adjustments

Last-Chance Instructional Adjustments

Students' Learning-Tactic Adjustments

Classroom Climate Shifts

CCSS.MATH.CONTENT.3.OA.A.1

Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.

Common Core Standard

Teacher collects assessment evidence, analyzes data, and determines immediate next steps in instruction.

Immediate Instructional Adjustments

Teacher will collect during lesson assessments, quizzes, exit tickets, or problem sets to determine near future instructional strategies.

Near-Future Instructional Adjustments

Teachers can design or administer a formative assessment that is comparable to a high-stakes assessment to address any misconceptions or provide meaningful instruction covering aspects they may see on the high-stakes assessment

Last-Chance Instructional Adjustments

Teacher will provide assessment feedback to students on formative assessments so that they can monitor and adjust their learning tactics.

Students' Learning-Tactics Adjustments

Teachers create a climate that all parties are responsible for the learning that takes place, that every student is expected and can succeed, and that assessments are to better determine what, when, and how we learn.

Classroom Climate Shifts

With the implementation of the Application Approach it provides teachers with options regarding the fervor with which they wish to embrace formative assessment (Popham, 2014, p. 310).

Conclusion

Popham, W.J. (2014). Classroom Assessment: What

Teachers Need to Know (7th ed.). Retrieved from

The University of Phoenix eBook Collection

database.

Reference

**Five Applications of Formative Assessment**

**Amber Tisdale**

CUR/530

December 22, 2014

Prof. Clara Peoples-Taylor

CUR/530

December 22, 2014

Prof. Clara Peoples-Taylor

Example:

Teacher will give students a problem of 3 x 6 and have students represent the problem in groups and how many in each group on whiteboards.

Teacher can then determine whether to move on with next instructional steps or how to change current instruction if needed.

Example:

Teacher will give students an exit ticket consisting of 2-3 problems consisting of number problems i.e. 3x5, and one write to explain problem to demonstrate understanding of each number in the problem (i.e. how many groups and how many are in each group).

Teacher will then analyze data to determine what the next lesson will consist of.

Example:

Teacher may administer an assessment that is similar to the one they may receive during a high-stakes assessment.

Review content, have students recall what each number represents in a multiplication sentence, provide practice problems, and write to explain to clarify any misconceptions.

Example:

Teacher will provide assessment data to students and pose thought-provoking questions about work presented.

Ask student if there is another way that they could solve the problem.

What ways can you (student) improve?

Teacher will have student explain their thought process in solving a problem to their peer and vice versa.

Example:

Teacher will have students chart progress for learning goals using a scale model for assessment.

Students will reflect on their rating and how they can improve.

Teacher & Students will celebrate growth towards learning goals.

Application Approach Provides:

Immediate (On the Spot) Adjustments

Near-Future (Next Lesson) Adjustments

Last-Chance (Review) Adjustments

Student Learning (Individual) Adjustments

Classroom Climate Shifts (Responsibility of All)