Examples of the Elements in Action

In these videos, you will get to see each formative assessment element implemented effectively in model formative assessment lessons from various grades and content areas. 

For every video, there is a brief summary of the content, plus a link to its Video Viewing Protocol. The protocol includes information about the teacher's practice in relation to each element. These are not all encompassing descriptions. They include observations about teacher and student actions intended to provide seeds for thought and discussion. In each protocol, you can write down notes, including general observations and specific commendations/suggestions.

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Creative Process: Learning from Feedback

The teacher starts the lesson by teaching students a new rhythm through clapping, then asks them to create two bars of a composition using new and previously learned notes and rhythms. They work out their compositions using popsicle sticks (as notations) before writing it into their worksheet. Then students share their compositions with a peer, get and receive feedback, and then work together to combine their compositions. Each step builds on the step before with feedback built into each stage.

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Formative Assessment: Collaborative Discussions

In this lesson, the teacher gives clear direction to students to have a series of collaborative discussions with one another. Over the course of the lesson, students become increasingly aware of the need to ask more questions of one another. Students engage in a variety of discussions and acquire the skill of building on each other’s comments.

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Roller Coaster Physics: STEM in Action

At each stage of the lesson, the teacher structures opportunities for students to draw on their previous experience designing and building roller coasters to inform their current engineering design work. This comes across in their many discussions, such as when they're sharing past challenges and collaborating on creating a new design, e.g., one student states that the tape they used before to create friction was not very effective. Throughout the day's lesson, students integrate their engineering work focused on "safety" with work focused on "fun."

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Students to Examine Craft Moves and Author’s Intent

In this lesson, the teacher states that the purpose of the day's work is to raise the level of student writing by making strong and persuasive arguments. During the lesson, the students analyze a model paragraph in order to be able to transfer the author's "moves" into their own writing. The degree to which students readily share the weaknesses in their writing and plans for improvement, demonstrate that the teacher has effectively enacted a positive classroom culture. The teacher also models this respect and value throughout the lesson in the way she interacts with the students, giving them frequent praise of where they are in their learning while also demonstrating her expectations that they will improve.

Click here for viewing protocol