Assessment in support of learning

Learning is an unpredictable process and instructional correctives are part of the normal flow of attaining mastery in any field. If we are still teaching as though “plan, instruct, and assess” will cause learning, or if our pacing guides are designed on the basis of that belief, we will miss the heart of teaching and the whole intent of formative assessment. Many of our inherited assessment practices fight with our desire to build an effective “feedback loop” into instruction. In this webinar, author Jan Chappuis examines those practices and suggests ways to change them.