How+can+we+engage+students+in+the+formative+assessments+process?

Level 2: Student's Role
The following chart describes what W. James Popham sees as the classroom climate shift (//Trans//formative Assessments, 95.)

Learning Expectations ** || ** Only the motivated students can learn ** || ** All students can learn with the appropriate support ** || Responsibility for Learning ** || ** Teacher is solely responsible for what students learn ** || ** Students assume meaningful responsibility for their own learning ** || Role of Classroom Assessment ** || ** Tests are used to generate data and grades ** || ** Data from tests (both formal and informal) are used to adjust teacher's instruction and learning practices ** ||
 * == Classroom Climate Shift == || == From == || == To == ||
 * **
 * **
 * **

How do we create learning environments where students are responsible for their own learning?

__Step 1:__
 * 1) Articulate learning outcomes for both content and skills
 * 2) Make visible how students will be assessed/ graded

Step 2:
 * 1) Students develop their own learning goals based on the learning objective and how they are going to be evaluated.
 * 2) Teach students how to independently select and employ reading strategies and various other learning/ studying skills.

Track their own progress: "Since formative assessments are designed to provide a view of students' learning over time, useful activity is to have students chart their own progress on each learning goal. To do so, the teacher provides a blank chart for each learning goal" (Ahead of the Curve, Marzano, 119).