Daily Formative Assessments
Regular, daily assessment is an integral part of teaching, since it informs students and teachers of how well daily objectives are being achieved, what students have mastered and how teachers might need to adjust their instruction. If classes wait until the end of unit, or for a formal quarterly assessment, it is often too late to address issues in a timely manner.
- Give students several checks for understanding during the class, to assess student understanding of material
- Align formative assessments to daily objectives or learning targets. Daily objectives or learning targets should be in line with the Learning Objectives and skills outlined in the College Board Course and Exam Description (CED) for the course.
- Formative Assessment is only useful if it includes regular feedback to students, which identify the areas they have mastered and allow for them to improve their mastery of topics and skills.
The best assessments are those that inform both teacher and student about what their next steps should be and the areas where mastery and understanding are budding. The instructional lesson should offer several opportunities for monitoring and responding to student learning.
Additional Resources for Formative Assessment
To learn more about Formative Assessment, refer to Domain 3d of the NYCDOE Danielson Framework on WeTeach. The Danielson Framework for Teaching is the rubric used for teacher development and observation or evaluation. It is used as a formative tool to develop teacher practice as well as a rubric for use when observing and evaluating teacher practice.
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