Element D1: Formative Assessment Practices
Element D1: Formative Assessment Practices
Description: Teachers employ methods and routines to gather interim data and use it to make inferences about CT-related student learning in each subject and to modify instruction regularly to meet the needs of individuals and groups, as needed. Teachers have routines for sharing feedback about CT-related learning with students.
What effective implementation looks like:
- Information about CT and subject-area learning for individuals and groups of students is collected regularly (e.g., via online or offline exit tickets, observation checklists, reflection activities, conferencing, or quizzes, work samples, observations) and used to modify instruction and materials to meet students' needs
- The data is shared among teacher teams for interpretation and making changes across subjects and classes as needed
- I have well-established routines for sharing feedback with my students about CT and subject-area concepts and practices, discussing it, and determining next steps to help students progress
Self-Reflection Question: Do I have clear formative assessment routines that provide students with actionable and effective feedback about their CT-related learning in subject areas? Do I have formative assessment routines that help me modify CT-related instruction and materials as needed?
| Not a Priority (1) | Beginning (2) | Approaching (3) | Achieving (4) |
|-------------------|---------------|-----------------|---------------|
| | | | |
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