Group Members: Trish Johnson, Erin Miller, Ginny Seibert, Katie Gufstason, Shalane Sheppard, Chuck Ripley
  • How would you define Formative Assessment?
  • What was new or surprised you?
    • Nothing really, although we were happy to have such a clear definition of formative assessment.
  • What are the implications for our work within collaborative groups?
    • We know how to do formative assessments with writing effectively: drafting and giving quality feedback, both from us and from peers. However, this can only be done at the highest level if we have smaller classes and realistic time to give feedback - we would be most effective in a workshop setting.
  • What additional information do you need with respect to formative assessments?
    • More ideas about how to manage formative assessments, the kind of formative assessments that are most effective, and how to best use these in our classrooms.