By Ish Stabosz
Center for Creative Instruction & Technology
Delaware Technical Community College
Stanton Campus
Today, we continue my series on Seven Strategies of Assessment for Learning by Jan Chappuis. Last Friday, I broke down the first strategy of assessment for learning, which asks instructors to “provide a clear and understandable vision of the learning target”. In essence, this strategy is about taking your learning objectives out from hiding in the syllabus and helping students internalize them. You can do this by sharing the learning targets as they are, converting them to student-friendly language, or designing effective rubrics. Check out last week’s post if you need to brush up on any of these topics.
This week I’ll look at the second strategy that Chappuis offers: Use examples and models of strong and weak work. Together with strategy 1, this strategy helps students answer the question Where am I going?
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