STEP 4: Create learning experiences


The learning experiences are the tasks that will allow teachers and students to collect and document evidence of learning during the formative assessment process. They also prepare students for success on the unit’s performance task and address the Know, Understand, and Be Able to Do of the teaching and learning plan. You should identify the task as well as correlate each task to the Know, Understand, and Be Able to Do.

Formative Assessment is a process use by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to help students improve their achievement of intended instructional outcomes. It is found at the classroom level and happens minute to minute or in short cycles. It is not graded or used in accountability systems. The feedback involved is descriptive in nature so that students know what they need to do next to improve learning. In order to develop the formative component of the formative assessment plan you will need to develop learning targets and criteria for success. You will also need to indicate the learning experiences for which you will collect and document evidence of learning. Additionally, you will need to identify any misconceptions students may have.

  • Learning Target:Identify the essential part(s) of each standard or objective that students should be able to do as learning targets written in student friendly language. A learning target should be taught in 1 - 2 plans. For each learning target identify the clarifying objective that supports the target.

  • Criteria for Success:Identify the expected learning outcomes of the learning target written in student friendly language to indicate what students will do during the learning process to meet the learning target(s). Explain how the criteria for success will be communicated to students and how students will use this in order to monitor and support their learning.

  • Collecting Evidence:Name and describe formative assessment strategies aligned with the learning target(s) and criteria for success to collect evidence of student learning.

  • Documenting Evidence:Name and describe formative assessment strategies aligned with the learning target(s) and criteria for success to document evidence of student learning.

  • Misconceptions:What misconceptions do you think students might have? What will you do to address the misconceptions to move learning forward? (e.g., how will you adjust instruction, what descriptive feedback will you provide?)

As you develop your tasks ask yourself the following questions:

  • Have you given students enough tasks in order to be able to address the Know, Understand, and Be Able to Do of the teaching and learning?
  • How can the tasks be sequenced so that there is a logical progression of knowledge acquisition, skills development and conceptual understanding?
  • How will I assess the content, skills and understandings students should acquire from the learning experience?
  • Do your instructional strategies provide opportunities for student engagement? (i.e. real world application, inquiry, relevance and meaningfulness)
  • Will students have opportunities for self-reflection?
  • Will students have opportunities for peer reflection?

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Click For Supporting Examples Showing Tasks Aligned To Generalizations





Quick Links To Components In The ProcessPlan Overview <> Sequencing Generalizations<> Guiding Questions<> Content and Skills<> Summative Assessment <> Resources and Teacher Notes<> Reflections of Teaching and Learning
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