1. Gathering Evidence

2.  A type of assessment with respect to how and when evidence of student learning is gathered; consists of a number of components that work together to effect student motivation and achievement.  Involves the gathering of evidence of student learning, providing feedback to students, and adjusting instructional strategies to enhance achievement.

3. Evaluate Evidence Feedback to students Instructional adjustments Gather evidence of learning

4.  Interpretations  Absence of bias

5.  Immediate  Specific

6.  Next steps  Students activities

7.  Informal observation  Questioning  Structured exercises  Student self-evaluations

8.  Nonverbal behavior – Body language

9.  State the question clearly and succinctly so that the intent of the question is understood  Match questions with learning targets  Involve the entire class  Allow sufficient wait time for student responses  Give appropriate responses to student answers

10.  Avoid questions that can be answered with “yes” or “no”  Use probes to extend initial answers  Avoid tugging, guessing, and leading questions  Avoid asking students what they think they know  Ask questions in the appropriate order

11.  A planned activity  Usually for the entire class  Student knowledge and understanding is assessed  Results used by teachers to give feedback and plan instruction  Some amount of time between gathering of data and interpretation

12.  Preinstructional structured exercises  Pretests  Homework  In-class assignments  Quizzes and unit tests  Classroom response systems  Benchmark assessments  Teacher expectations