Alignment of the Principles of Formative Assessments to the Learning Team Continuum of Work for Mathematics
Principles of Assessm
ent for Learning
(1) Teachers understand and can articulate in
advance of teaching theachievement targetsstudents are to hit.
(2) Students are informed daily about the targets in
terms they can understand (i.e., student-friendly language) and which clarify what they are expected to learn.
Students study the criteria by which their work will
be evaluated by analyzing samples of strong and
weak work.(3) Students can describe what targets they are to
hit. Teachers can describe what comes next in student learning.
(4) Classroom teachers transform those targets into assessments that
yield accurate information about student
learning of the content.(5) Teachers use
classroom assessment information to revise and
guide teaching and learning. Students use
assessment information in ways that require them to
think about their own progress.
(6) Feedback given to a student is descriptive, frequent, and timely.
Feedback provides insight on a current strength and focuses on one facet for
revision linked directly to the intended learning.
(7) Students actively and regularly practice using descriptive feedback to improve the quality of their work. Students develop skills of self-assessment to monitor
(8) Students keep track of their own learning over
time (e.g., journals, portfolios) and
communicate with others (e.g., students, teachers, parents) about what they understand and what they need to understand better.(9) Teachers understand
the relation between assessment and student
motivation and use assessment to build student success and
confidence rather than failure and defeat.
Stage 1Learning Targets
Stage 2Align State Framework
and Math Program
Stage 3Common CABS
Stage 4Student Work on CABS
Stage 5Descriptive Feedback
Learning Team C
Understand importance of identifying and
articulating big ideas in mathematics to bring
consistency to a schools math program.
Develop meaning for the math embedded in the
targets and alignment to state standards and
descriptors and to the schools math program.
Provide a measure of consistency of student
learning based on standards/descriptors and
Examine student work to monitor achievement and
progress toward the targets and descriptors.
Use student work to inform instructional
decisions, and to provide students with appropriate
Nine Principles of Assessment for Learning