Absent in too many classrooms is the practice of feedback as an information source. Rather than seeing feedback as merely a step on the correction loop, feedback as information embraces the “cognitive and metacognitive processes within the learner” (Morey, 2004, p. 747). This shift in theoretical stance recognizes and empowers the position of the learner to self-correct understandings and therefore correct item responses based on the received information. This view of feedback, far different from that of programmed instruction, values a variety of feedback forms and values the variety of learners situated in a variety of learning contexts.

If used correctly, formative assessment develops an effective cycle of communication between teacher and student. The evidence gathered informs the teacher about an individual’s understanding and abilities and provides the basis for an academic discussion that supports student improvement and learning growth. The teacher and the students must act on the evidence identifying not only accuracy but also uncovering misunderstandings and/or faulty reasoning. Formative assessment bridges instruction and learning. Formative assessment requires feedback. Formative assessment does not end in evaluation.

Task topics take the focus off local content and place it directly on universal thinking skills. Regardless of your state’s standards, task topics can become the center for designing units. PARCC has used this approach in designing its Common Core ELA/Literacy assessment. By using PARCC’s assessment blueprints as a template, any school or teacher can design a standards-based curriculum and write a standards-based assessment. In the test specification documents (accessible here on the PARCC website), PARCC outlines grade-level standards to be assessed through specific task topics. Imagine, teachers, if you adopted similar performance task as units of study! The task could take many forms: speeches, presentations, and/or visual representations. Each of these forms could meet reading, writing, and speaking and listening standards in challenging and engaging ways. Click here to download my grade-by-grade summary of PARCC’s lengthly documents: Standards-based Unit Task Topics.

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Using the F-bomb with the frequency of a comma. Texting or checking the phone while in face-to-face conversation. Responding to a question with a finger. Interrupting a speaker as the first utterance begins to take shape on the lips. These have all become common habits and accepted conventions within today’s conversations. Whether viewing political campaign speeches, nightly sitcoms and dramas, or attempting to engage in a public conversation, similar scenarios play themselves out across populations. Through public tolerance of such displays, our communities tend to encourage rudeness in conversation.

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