As a literacy person, I was drawn first to Fisher & Frey's The Formative Assessment Action Plan: Practical Steps to More Successful Teaching and Learning. I know of Fisher & Frey through their literacy work, particularly in content literacy, so I was excited to read about their take on formative assessment. Though these educators come from a literacy background, the text is one that is applicable across disciplines. They have based their action plan on the work of Hattie & Temperley (2007), and their proposed formative assessment system of three components: feed-up, feedback, feed-forward. Each component is guided by a question:
Feed-up: Where am I going?
Feedback: How am I doing?
Feed-forward: Where am I going next?
Essentially, feed-up is helping students establish a purpose to the assingment/assessment, feedback provides students with information about what has been successful or needs work, and feed-forward is using assessment data in order to plan instruction. ASCD has published a study guide for this text, in case you're interested in using it as a part of a PLC or grade-level discussion.
Another text on formative assessment that has been helpful for me this summer as I've re-thought my assessment plans is Embedded Formative Assessment by Dylan Wiliam. Wiliam presents a review of the varied definitions of formative assessment and a historical look at formative assessment processes in schools that is helpful in developing a context for formative assessment. Every chapter provides examples and practical techniques to help teachers rethink their assessment processes.
Finally, I've returned to Assessing Student Learning: A Common Sense Guide by Linda Suskie. Though this text is a bigger picture for higher education faculty on assessment, there are some really helpful chapters on a successful assessment culture, organizing an assessment process, and using assessment results effectively.
What are your go-to resources for formative assessment?
Essentially, feed-up is helping students establish a purpose to the assingment/assessment, feedback provides students with information about what has been successful or needs work, and feed-forward is using assessment data in order to plan instruction. ASCD has published a study guide for this text, in case you're interested in using it as a part of a PLC or grade-level discussion.
Another text on formative assessment that has been helpful for me this summer as I've re-thought my assessment plans is Embedded Formative Assessment by Dylan Wiliam. Wiliam presents a review of the varied definitions of formative assessment and a historical look at formative assessment processes in schools that is helpful in developing a context for formative assessment. Every chapter provides examples and practical techniques to help teachers rethink their assessment processes.
Finally, I've returned to Assessing Student Learning: A Common Sense Guide by Linda Suskie. Though this text is a bigger picture for higher education faculty on assessment, there are some really helpful chapters on a successful assessment culture, organizing an assessment process, and using assessment results effectively.
What are your go-to resources for formative assessment?
References:
Frey, N., & Fisher, D. (2011). The formative assessment action plan: Practical steps to more successful teaching and learning. Alexandria, VA: ASCD.
Hattie, J., & Temperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81-112.
Suskie, L. (2009). Assessing student learning: A common sense guide (2nd ed.). San Fransisco, CA: Jossey-Bass.
Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution-Tree Press.
Hattie, J., & Temperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81-112.
Suskie, L. (2009). Assessing student learning: A common sense guide (2nd ed.). San Fransisco, CA: Jossey-Bass.
Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution-Tree Press.