Chapter+2

Learning target(s) this selection addresses:
 * Title of Selection: Clear Purpose: Assessment //for// and //of// Learning
 * Know how formative and summative assessment fit into a balanced assessment system.
 * Understand the impact of formative assessment on student achievement.
 * Describe major differences between formative and summative assessment.
 * Understand how formative and summative assessment relate to assessment quality.
 * Know what the Seven Strategies of Assessment //for// Learning are and how they connect to research on formative assessment. ||

This selection has given me insight on many different areas that I need to improve on. The “Clear Purpose” selection has also shown me what I am doing right in my classroom. It is such a great feeling knowing that you are doing at least one thing successfully while teaching (especially for first year teachers). The section of this chapter that I enjoyed most was the “Seven Strategies of Assessment //For// Learning”. These strategies have shown me how I need to set-up my learning objectives, how to give feedback, how to design lesson plans that focus on one specific learning target, and how students need to be given time for self-reflection. All of these areas are a huge part in a child’s education for them to be successful. All educators should know the importance of the seven strategies of assessment for learning. I have learned that when the teacher focuses on the student and not the assignment the child will learn and comprehend the information on a more clear level. Out of all of the strategies, the one that I got the most out of was the “Teach Students to Self-Assess and Set Goals” selection. I now understand the importance of students making their own goals and following through with them. When students are accountable for their own learning they are more apt to listening and comprehending the information. I am going to incorporate this method in my classroom more next year. Which students need specific help? || Did the program of instruction deliver as promised? Should we continue to use it? ||
 * What this selection illustrates about my learning/why I chose this selection:**
 * Level: Classroom Assessment ||
 * Key Issues |||| Formative Context || Summative Context ||
 * Key Decision(s) |||| What comes next in the student’s learning? || What standards has each student mastered? What grade does each student receive? ||
 * Decision makers |||| Students and teachers; parents || Teacher ||
 * Information Needed |||| Evidence of where the student is now on learning progression leading to each standard || Evidence of each student’s mastery of each relevant standard ||
 * Level: Interim/benchmark Assessment ||
 * Key Issues || Formative Context |||| Summative Context ||
 * Key Decision(s) |||| Which standards are our students consistently not mastering?
 * Decision makers |||| Instructional leaders and teachers || Instructional Leaders ||
 * Information needed |||| Standards our students are struggling to master; identification of who is struggling || Evidence of each student’s mastery of each relevant standards ||
 * Level: Annual Testing ||
 * Key Issues |||| Formative Context || Summative Context ||
 * Key Decision(s) |||| What standards are our students consistently not mastering? Where and how can we improve instruction next year? || Are enough students meeting standards? ||
 * Decision Makers |||| Curriculum and instructional leaders || School and community leaders ||
 * Information Needed |||| Standards our students are struggling to master || Percent of students meeting each relevant standard ||