Formative Assessment: Helping Students
Work Toward Understanding
Workshop prepared for
NJASCD
December 7, 2015
Susan M. Brookhart, Ph.D.
Consultant, Brookhart Enterprises, LLC
2502 Gold Rush Avenue • Helena, Montana • Ph: 406-442-8257 or 406-431-7746
email: [email protected]
Learning Targets: Helping Students Aim for Understanding in Today’s
Lesson
Guiding Questions and Examples
Guiding Questions for Learning Target Four-Column Framework
Column One: The Shared Learning Target Statement
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Are there terms or phrases that my students will be hearing for the first time, that I should
unpack?
Are there terms or phrases that my students have heard before but in a different context that I
should explain?
Am I describing what my students are going to learn in today’s lesson, not over several lessons?
If I find myself stating what students are going to do, can I describe what my students are
supposed to learn by doing it?
Column Two: Concepts, Skills, and Reasoning Processes
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What knowledge content—concepts, ideas, formulas, facts, figures, generalizations or
principles—form the lesson-sized chunk of information that is absolutely essential for students to
master in today’s lesson?
What skills, procedures, and/or processes must students master at a level of proficiency or
increased proficiency in today’s lesson?
What reasoning processes should my students use to deepen their understanding of content and
increase their level of proficiency with skills?
Column Three: The Performance of Understanding
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What can I ask my students to do that will:
o Help them master the knowledge content for today’s lesson?
o Increase their proficiency with the skills content for today’s lesson?
o Use the reasoning process(es) that are essential for today’s lesson?
Does what I ask my students to do to learn provide them with things to look for in their work to
help them self-assess and self-regulate?
Does what I ask my students to do to learn provide compelling evidence of what they
understand and do not understand.
Column Four: Student Look-Fors
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What are the observable qualities I will look for in my student’s work that will provide evidence
of their mastery of the learning target?
Can I describe these qualities in language my students can understand and find in their own
work?
Would using these look-fors help my students reach their learning target?
Would the language of the student look-fors help my students understand what good work is for
the lesson?
Could my students use the language of the look-fors to ask specific questions when they need
help?
© 2015 Connie M. Moss and Susan M. Brookhart – page 2
Secondary Example: Business Law
What am I learning?
What will I be able
to do when I finish
today’s lesson?
(The shared learning
target statement:
Describe the learning in
age and developmentally
appropriate language
that students would
understand.)
Yesterday, we learned
that Closing Arguments in
Civil Litigation must be
written and delivered (to
the jury) in a manner that
involves creativity and
professionalism. During
the summation, all of the
evidentiary pieces should
be brought together and
the case should be
presented in a strong,
fluid, and persuasive
manner.
Today we are learning to
deliver a compelling
closing argument that
will sway the jurors to
our position on a plaintiff
or defendant, follow the
jurors to see what
evidence they use to
render their verdict, and
evaluate how our closing
argument added to or
detracted from our
influence on the verdict.
The Learning Target:
What concepts and
How will I be asked to
skills are important
show that I can do it?
for me to learn and
(Performance of
understand so I can
Understanding?)
use this information
to do it?
(Lesson-sized chunk
of content
knowledge, skills,
reasoning)
To be able to do this, we
must learn and
understand the civil
litigation process involving
those who engage in a civil
lawsuit, and be able to
identify, explain, and apply
thoroughly the required
elements of Tort law.
You will show that you can
do this in two phases:
First, you will work in legal
teams to examine all
relevant facts and legal
issues given during the
testimony of both the
plaintiff and defendant
witnesses of the civil trial.
Then, each legal team will
deliver their 8-10 minute
oral closing argument to a
group of mock jurors, who
will then adjourn to a
different room to begin their
jury deliberations.
The jury will then render
their verdict to the mock
court to conclude the civil
litigation process.
© 2015 Connie M. Moss and Susan M. Brookhart – page 3
How will I know
I can do this?
How well do I have
to do it?
(Student Look-Fors?)
1. I can construct and
deliver a closing
argument orally that:
 Begins with a basic
“greeting” of the jury,
 States the position of
the party I am
representing (plaintiff
or defendant),
 provides detailed,
concrete facts from
testimony of various
witnesses, and
 applies applicable
research to support
the position of my
party.
2. I can defend my
position orally (with my
peers) as part of a mock
“Jury Deliberation” that
discusses the most valid
factual points identified
from the testimony of
witnesses, the exhibits,
and the closing
arguments.
Secondary Example: Math Slope Formula
What am I learning?
What will I be able
to do when I finish
today’s lesson?
(The shared learning
target statement:
Describe the learning in
age and developmentally
appropriate language
that students would
understand.)
Yesterday, we
learned how to find
slope by counting the
units for rise/run to
determine how a line
changes Rise/Run = (y2y1)/(x2-x1)(slope).
Today we are
learning how to
calculate slope using
the slope formula:
M=
The Learning Target:
What concepts and
How will I be asked to
skills are important
show that I can do it?
for me to learn and
(Performance of
understand so I can
Understanding?)
use this information
to do it?
(Lesson-sized chunk
of content
knowledge, skills,
reasoning)
In order to do this we must
learn and understand:
 Slope is the rate at
which a line
changes.
 There is a formula
for calculating slope.
 An ordered pair is in
the form (x,y).
 Slope is written as a
common or
improper fraction.
Given two ordered pairs you
will show that you calculate
slope by using the slope
formula.
© 2015 Connie M. Moss and Susan M. Brookhart – page 4
How will I know
I can do this?
How well do I
have to do it?
(Student Look-Fors?)
You will know that you
understand how to
calculate slope when
your work shows the
following:
 I substituted the
correct values of x
and y into the
slope formula.
 I subtracted
accurately.
 I simplified and
expressed my
answer as a
common or
improper fraction.
Elementary Example: Question Marks
What am I learning?
What will I be able
to do when I finish
today’s lesson?
(The shared learning
target statement:
Describe the learning in
age and developmentally
appropriate language
that students would
understand.)
Yesterday, we
learned about the
question mark, what
it looks like and that
it comes at the end
of an asking
sentence.
Today we are
learning to write an
asking sentence that
has a question mark
at the end
The Learning Target:
What concepts and
How will I be asked to
skills are important
show that I can do it?
for me to learn and
(Performance of
understand so I can
Understanding?)
use this information
to do it?
(Lesson-sized chunk
of content
knowledge, skills,
reasoning)
To be able to do this
we must learn and
understand that some
asking sentences
begin with a
“question” word like:
Who, what, where,
when, why or how
why it happened
You will show that you
can do this by rewriting
a list of telling
sentences as asking
sentences and ending
each one with a
question mark.
How will I know
I can do this?
How well do I have
to do it?
(Student Look-Fors?)
You will know that
you have hit the
learning target when
you are able to say:
 I can use one of the
asking words to
change my telling
sentence into a
question.
 I can place a
question mark at
the end of my
asking sentence.
 I can answer my
new asking
sentence by using
my “telling”
sentence.
© 2015 Connie M. Moss and Susan M. Brookhart – page 5
Elementary Example: Rounding
What am I learning?
What will I be able
to do when I finish
today’s lesson?
(The shared learning
target statement:
Describe the learning in
age and developmentally
appropriate language
that students would
understand.)
Yesterday we
finished our lesson
group on adding and
subtracting with
regrouping and
made sure to be
exact in our answers.
The Learning Target:
What concepts and
How will I be asked to
skills are important
show that I can do it?
for me to learn and
(Performance of
understand so I can
Understanding?)
use this information
to do it?
(Lesson-sized chunk
of content
knowledge, skills,
reasoning)
Rounded numbers are only
approximate—that means
they are a close match.
We use rounding to get an
answer that is close but
that does not have to be
exact.
Making a number line will
Today we are
help us learn to round.
learning to use a
process called
“rounding” to be able
to more easily add
and subtract in our
head.
How will I know
I can do this?
How well do I have
to do it?
(Student Look-Fors?)
 Did I make the
numbers that end in 1,
You will use the rounding
2, 3, or 4 into the next
process and a number line to
lower number that
decide whether a number
ends in 0? For example
should be rounded up or
74 rounded to the
rounded down to the nearest
nearest ten would be
tens place using numbers
70.
like:
56
 Did I make the
42
numbers that end in 5,
34
6, 7, 8, or 9 into the
next higher number
that ends in 0? For
example the number
88 rounded up to the
nearest ten would be
90?
© 2015 Connie M. Moss and Susan M. Brookhart – page 6
What am I learning? What
will I be able to do when I
finish today’s lesson?
What idea, topic, or subject
is important for me to learn
and understand so I can use
(The target statement: Describe the
this information to do it?
How will I be asked to show
that I can do this?
Today we are learning…
You will show you can do this
by…
learning in age and
developmentally appropriate
language that students would
understand.)
(Performance of Understanding)
How will I know I can do
this? How well do I have to
do it?
(Student Look-Fors)
(Content knowledge, skills,
reasoning)
To be able to do this we must
learn and understand that…
© 2015 Connie M. Moss and Susan M. Brookhart – page 7
You will know you have hit the
learning target when you are
able to say…
Feedback Analysis Guide
Evaluate this feedback example.
Micro view
 Is it descriptive?
 Is it timely?
What evidence for further learning
does this feedback example
provide?
Snapshot view
What did the student learn from it?
 Does it contain the right amount
of information?
 Does it compare the work to
criteria?
 Does it focus on the work?
 Does it focus on the process?
 Is it positive?
 Is it clear (to the student)?
What did the teacher learn from it?
 Is it specific (but not too specific)?
 Does its tone imply the student is
an active learner?
What next step(s) should the teacher and student take to use this
feedback for learning?
Long view
© 2015 Susan M. Brookhart – page 8
Analysis of Feedback Video Clip
What the teacher learned
What the student learned
High school example
Elementary example
© 2015 Susan M. Brookhart – page 9
Analyze 5th Grade Math Oral Feedback Example
Evaluate this feedback example.
Micro view
 Is it descriptive?
What evidence for further learning
does this feedback example
provide?
Snapshot view
What did the student learn from it?
 Is it timely?
 Does it contain the right amount
of information?
 Does it compare the work to
criteria?
 Does it focus on the work?
 Does it focus on the process?
 Is it positive?
 Is it clear (to the student)?
What did the teacher learn from it?
 Is it specific (but not too specific)?
 Does its tone imply the student is
an active learner?
What next step(s) should the teacher and student take to use this
feedback for learning?
Long view
© 2015 Susan M. Brookhart – page 10
Analyze 8th Grade Algebra Feedback Example
Evaluate this feedback example.
Micro view
 Is it descriptive?
What evidence for further learning
does this feedback example
provide?
Snapshot view
What did the student learn from it?
 Is it timely?
 Does it contain the right amount
of information?
 Does it compare the work to
criteria?
 Does it focus on the work?
 Does it focus on the process?
 Is it positive?
 Is it clear (to the student)?
What did the teacher learn from it?
 Is it specific (but not too specific)?
 Does its tone imply the student is
an active learner?
What next step(s) should the teacher and student take to use this
feedback for learning?
Long view
© 2015 Susan M. Brookhart – page 11
Elementary Example – Can you improve this feedback?
____________________________________________________________________
Context: Fourth graders were learning about persuasive writing, specifically about making a
persuasive argument using reasons and communicating it to readers. On this day, students
were learning to write persuasively about their opinions.
The learning target: I can write a persuasive paragraph explaining why I think dogs or cats are
better pets.
The performance of understanding: Take a position about the better pet (dogs or cats). Write a
clear, organized paragraph explaining your reasons and persuading your reader that your
position is reasonable.
The look-fors:
 I state my position at the beginning and repeat it at the end.
 I give good reasons to support my position.
 My paragraph is organized.
___________________________________________________
© 2015 Susan M. Brookhart – page 12
Secondary Example – Can you improve this feedback?
____________________________________________________________________
Context: Eleventh graders were learning about literary analysis, specifically to analyze short
stories based on how the author uses symbolism.
The learning target: Day 1, Identify literary devices in William Faulkner’s “A Rose for Emily”;
Day 2: Explain the literary devices; Day 3: Explain the title and how it relates to the story.
The performance of understanding for Day 3: Respond to a writing prompt: Why is this story
called “A Rose for Emily” when there was no rose showcased in the story?
The look-fors:
 Explain the symbolism of a rose.
 Use specific examples from the text to relate the symbolism of a rose to the story.
© 2015 Susan M. Brookhart – page 13