Table of Contents
Content Home- Welcome
Module Overview- Pre-Assessment
- Unit 1: Understanding and Teaching the Common Core Writing Standards
- Unit 2: Planning Lessons for Informational and Argument Writing
- 2.1 Planning CCSS-Informed Writing Lessons
- 2.2 Selecting and Using Texts Purposefully
- 2.3 Writing with Digital Tools
- 2.4 Examining Lessons for Informational, Argument, and Analytical Writing
- 2.5 Looking Forward
- Unit 3: Learning From Students’ Work and Teachers’ Lessons
- 3.1 Learning from Student Work
- 3.2 Assessment as Feedback for Students
- 3.2.1 Classroom Examples of Formative Assessment
- 3.2.2 Teacher Recommendations for Formative Assessment Technology Tools
- 3.3 Learning From and Adapting CCSS-Informed Lessons
- 3.4 Summing Up
- Module Summary
- Post Assessment
Certificate of Completion
Resources- Module Evaluation
Unit 3: Learning From Students’ Work and Teachers’ Lessons
3.2.2 Teacher Recommendations for Formative Assessment Technology Tools
What other technology tools can you use that can help you gather assessment information and also set up a communication and feedback loop with individual student writers?
For some examples of how California teachers are using innovative approaches and technology tools for formative assessment of student writing, select the links below:
- Lorena Sanchez, bilingual teacher at South West Park Elementary School
- Liz Harrington, teacher at Jefferson Middle School
- Mary Asgill, teacher at Turlock High School
- Carla Hanson, teacher at Livermore High School
- Tara Woodall, teacher at Golden Valley High School
- Robin Lilly, teacher at Newbury Park High School
- Marty Brandt, teacher at Independence High School
Take a few minutes to reflect on the following question:
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Important Takeaway: The assessment practices in this section of Unit 3 illustrate that learning from student work is important for both teacher and students. Teachers who capture what they are learning from their students’ writing have gathered important information from which to make sound instructional decisions while developing ways to involve students in learning from their own writing.
English Language Arts: Writing to Inform, Argue, and Analyze. Brought to you by the California Department of Education, the Regents of the University of California, and the California Writing Project.
For questions or feedback, please e-mail commoncoreteam@cde.ca.gov.
