Module Overview & Objectives
The purpose of this module is to briefly overview the role of formative assessment in planning literacy instruction.
The purpose of this module is to briefly overview the role of formative assessment in planning literacy instruction.
Focus on Assessment
We have already discussed the prominent role of assessment within the backward design model and briefly distinguished formative assessment practices from summative. In this video, we will dig deeper into those distinctions to clarify when it is appropriate to use particular forms of assessment and to consider what those forms tell us in relation to student knowledge. After viewing the video, take a few minutes to read this brief statement on literacy assessment from NCTE which includes specific examples you can implement in your own planning.
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
NCTE Statement on Assessment |
Additional Resources
Here are a few additional resources that address particularities of assessment you may be wondering about:
- Assessing Group Work: A few recommendations from Carnegie Mellon University
- Authentic Assessment and Standardized Tests: An interview with Grant Wiggins (co-creator of Backward Planning)
- Complexities of Assessing Writing: This National Writing Project archive includes a multitude of articles addressing different issues including technology-aided assessment, the use of rubrics, and supporting English Language Learners.