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- Vol 5 TE: App C
formative assessmentlearning targetssuccess criteriadescriptive feedbackself-assessmentpeer assessmentinstructional leadershipBook Evidence summaryAt a glance
Moss and Brookhart frame formative assessment as an ongoing partnership in which teachers and students use evidence to improve learning while it is happening. The process revolves around three questions: Where am I going?
Key ideas
Where am I now? What strategies will help me close the gap? The book translates these questions into learning targets and success criteria, purposeful questioning and tasks, descriptive feedback, student self-assessment, peer assessment, and opportunities to revise work. It distinguishes formative practice from frequent grading, benchmark testing, or techniques performed without instructional response. Written for instructional leaders, the guide also addresses classroom observation, professional learning, feedback to teachers, collaborative inquiry, and the cultural conditions needed for implementation.
Why it matters
Leadership should make learning visible and support disciplined experimentation rather than enforce a checklist of activities. The central educational implication is that evidence becomes formative only when learners and teachers interpret it against a clear goal and use it to choose a productive next action.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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