1. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

2. This professional development is brought to you by: (AACC) Assessment and Accountability Comprehensive Center: A WestEd and CRESST partnership (http://www.aacompcenter.org) and the (NCCC) North Central Comprehensive Center at McREL (http://www.mcrel.org/nccc/). The work reported herein was supported by WestEd, grant number 4956 s05-093, through the Assessment and Accountability Comprehensive Center, and by McREL, grant number S283B050024, through the North Central Comprehensive Center at McREL, as administered by the U.S. Department of Education. The findings and opinions expressed in this program are those of the author(s) and do not necessarily reflect the positions or policies of AACC, CRESST, WestEd, McREL, NCCC, or the U.S. Department of Education.

3. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Introduction to Responsive Action Responsive Action: Instruction Responsive Action: Feedback, Part 1 Responsive Action: Feedback, Part 2 Introduction Lesson 1 Lesson 2Lesson 3 Slide 1 Main Messages, Learning Goals, Success Criteria

4. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Main Messages Slide 2 Lesson 1 After teachers have elicited, analyzed and interpreted information on students’ learning, teachers must respond in some way to the information – the essence of formative assessment Lesson 2 Instructional modifications help bridge the gap between students’ current level of learning and the desired learning goal Lesson 3 Effective feedback focuses on student performance, not on the students themselves; effective feedback includes strategies and next steps, rather than complete solutions Students need to use feedback to improve their learning

5. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel  Understand that responsive action to move learning forward follows from eliciting and interpreting evidence  Understand the characteristics of effective feedback  Understand when instruction and/or feedback is the appropriate course of action Learning Goals Slide 3

6. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel  Explain why teachers should take responsive action  Explain how teachers can take responsive action  Describe the characteristics of effective feedback  Explain desired consequences of students’ use of feedback Success Criteria Slide 4

7. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel The Process of Formative Assessment (Heritage, 2010) Slide 5 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

8. The Process of Formative Assessment (Heritage, 2010) Slide 6 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

9. Turn & Talk Turn to your partner and discuss your current thinking about the relationship between feedback and instruction: How are your understandings similar? How do they differ? Slide 7 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel