We have received feedback and questions from readers regarding the use of formative assessment data in Assessment OF Learning evaluations. Some teachers have requested more information about how they can do this.

When it comes to reporting, teachers need solid evidence of all of the learning outcomes or standards. There are two questions they need to address as they evaluate and report:
•    What has been learned in relation to all the learning targets? (That is, what does each student know, what can she or he do and articulate as proof of learning?)
•    What has been achieved? (That is, have students learned what they need to learn to an appropriate degree of quality?)

When responding to these two questions, teachers and students begin by collecting evidence of what has been learned over time. Then, teachers can compare what has been learned with expected quality levels and determine student achievement. Lastly, teachers report their professional judgment using the report card format required.

There are many ways that teachers use formative assessment data in their evaluations. I have provided some examples that focus on learning targets that are complex, and require knowledge, understanding, application and articulation. Please read more in the article posted on our website at www.annedavies.com/pdf/20A_No-MarksReporting_PP.pdf
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“With the no-marks system, the focus becomes more on demonstrating learning than it does on deadlines. The conversation changes from ‘What mark did you give me?’ to ‘I know I’m fully meeting the expectations because…’”
~ Gerald Fussell ~

Gerald Fussell writes about how he incorporated ‘No-Marks Assessment’ into his High School English classes in CLASSROOM ASSESSMENT: WHAT’S WORKING IN HIGH SCHOOLS? For more information about this award-winning resource, go to:
http://connect2learning.com/store/classroom-assessment-what-s-working-in-higschools