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Feed up: establishing purpose
Check for understanding: daily
monitoring of learning
Assessment for Instruction
Douglas Fisher
www.fisherandfrey.com
YouTube channel: fisherandfrey
Feed back: providing students with
information about their success and
needs
Feed forward: using student
performance for “next steps” instruction
and feeding this into an instructional
model
Fisher & Frey, 2009
Feedback is not enough
Instruction and assessment
must be linked …
TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
Guided
Instruction
Feed Up
“We do it”
Collaborative
“You do it
together”
Independent
“You do it
alone”
STUDENT RESPONSIBILITY
A Structure for Instruction that Works
Establishing
Purpose:
Why are we
doing this
anyway?
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What is a content purpose?
Two Components:
Content Purpose and
Language Purpose
•  An analysis of the content
standard
•  Focuses on what can be
accomplished toward the
grade-level standard
TODAY (in other words,
it’s not the standard)
•  Is a learning goal, not an
activity (can be written as
a goal or objective)
What is a language purpose?
•  An analysis of the
language demands of the
task
•  An understanding of the
way students demonstrate
their thinking through
spoken or written
language
Three Types of Language Purposes
•  Vocabulary: (specialized, technical)
•  Structure: (the way the vocabulary is
used in sentences to express ideas)
•  Function: (the intended use of those
ideas)
These language purposes build upon one
another over a series of lessons.
Vocabulary
Language Structure
•  Specialized
•  Grammar/syntax: rules for language use
(e.g., plurals, noun/verb agreement)
•  Signal words: guideposts to support
understanding of listener/reader (e.g., If/then,
first, last, compared to)
•  Frames and templates: scaffolds for
apprentice language users (“On the one
hand, ________. But on the other hand,
_______.”)
–  Words whose meaning changes depending on the
context (problem, simplify, value)
–  Multiple meaning words (run, place)
These can be “brick” or “mortar” words
•  Technical
–  Words that represent one concept only
(denominator, photosynthesis)
These are the “bricks” of language
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Language Function
•  Halliday identified 7 language functions
(Instrumental, regulatory, interactional,
personal, imaginative, heuristic,
representational) that can be translated into
classroom interactions
– express an opinion, summarize,
persuade, question, entertain, inform,
sequence, disagree, debate, evaluate,
justify
Check for
Understanding:
How am
I doing?
The same content objective
can have many different
language purposes
CO: Identify the phases of the moon.
LP #1: Name the phases of the moon. (vocabulary)
LP #2: Use sequence words (first, next, last) to
describe the phases of the moon. (structure)
LP #3: Explain how the moon, earth, and sun move
through the phases. (function)
How often do you do this?
Everybody got that?
Any questions?
Does that make sense?
OK?
Generative Sentences
•  Oral language
•  Questioning
•  Written language
•  Projects and
performance
•  Tests
•  Common
assessments and
consensus scoring
•  Given a word and
conditions about the
placement of the word,
write a sentence.
•  Forces attention to
grammar and word
meaning.
•  Use student examples
for editing.
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“Volcanoes” in the 4th Position
“Volcanoes” in the 4th Position
Try these . . .
Word
Position
Length
cell
3rd
>6
Because
1st
< 10
Constitution
last
= 10
Feed forward
Where to next?
Feeding forward
involves…
Misconception analysis
Error analysis
Error coding
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Date:
10/12
T opic: Who Am I draft essay, focus on mechanic s
Error
Mid-sentence capitalization
Period 1
JC
Period 2
Colons and semicolons
JC, JT,
AG, DL,
TV
EC,
MV,
WK
Ending punctuation
JC, AG,
SL
JC, JT,
DL,
MM,
SL, ST,
ND
DS
WK,
MW
RT, VE,
VD, CC
Subject-verb
Tense - consistency
SJ, JM
Spelling
JC, MM WK,
RT, AG,
SJ
Supporting evidence
JC, JT,
MM
EC, SJ
Period 3
Period 4
AA
Period 5
AA,
SK,
MG,
EM,
BA, TS
AA, BA
HH, DP,
MR, CH
AA,
MG,
SC,
PM, LG
DP, DE
AA,
TR, PC
AA,
MG,
BA,
GL, PT,
DO,
DE, LR
AA,
MG,
BA,
GL, PT,
DO,
DE, LR,
SK,
EM,
TS, LG,
PM,
DP, RT,
HA, KJ,
DE,
RC,
DW,
DL, KS,
IP, SN,
MW,
DE
MR
SR, DC,
MF
DE, MR,
DC, AT
http://www.fisherandfrey.com
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