McTighe, J., & O'Connor, K. (2005). Seven practices for effective learning. Educational Leadership. 63(3),10-17. Retrieved May 15, 2008 from http://woodard.latech.edu/~pleonard/epas_report_2005_06/products/additional_resources/jan_28_wkshp/seven_practices.pdf
The purpose of this article is to present specific assessment and grading practices through which teachers can enhance student learning. The authors argue that students are more likely to be motivated to learn when the task is clear, the learning goals are relevant, and students believe they can be successful. Using these factors, the authors explore seven practices for effective learning: using summative assessments to frame meaningful performance goals, showing criteria and models in advance, assessing before teaching, providing feedback early and often, encouraging self-assessment and goal setting. The authors maintain that by using these strategies in summative, diagnostic and formative assessments, teachers can improve teaching and learning in the classroom.
Formative Assessment, Professional Expertise, Stakeholder Collaboration, Standards