[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-584623-105":59,"doc-detail-584623-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","stage-two-formative-assessment-overview","Stage Two - Formative Assessment Overview","","Stage Two academic re-entry guidance focuses on meeting learners’ needs through the formative assessment process. 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The guidance addresses increased learning gaps from extended remote learning in spring 2020 and outlines four evidence-based strategies, including sharing learning goals, eliciting evidence, providing actionable feedback, and using peer and self-assessment, followed by responsive 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\nDefining Formative Assessment ..................................................................................................2  \nKey Elements of Formative Assessment ..................................................................................2  \nBenefits of Formative Assessment ...........................................................................................3  \nKey Strategies to Support Formative Assessment ....................................................................3  \nStrategy 1: Clarifying and Sharing Learning Goals and Success Criteria .....................................5  \nImportance of Strategy ............................................................................................................5  \nLearning Goals and Success Criteria .......................................................................................6  \nStrategy 1 Considerations ........................................................................................................8  \nStrategy 2: Eliciting Evidence of Student Understanding .............................................................9  \nImportance of Strategy ............................................................................................................9  \nInstructional Routines for Eliciting Evidence......................................................................... 10  \nStrategy 2 Considerations ...................................................................................................... 11  \nStrategy 3: Providing Feedback that Moves Learning Forward.................................................. 12  \nImportance of Strategy .......................................................................................................... 12  \nInsights for Providing Effective Feedback ............................................................................. 12  \nStrategy 3 Considerations ...................................................................................................... 13  \nStrategy 4: Using Peer-and Self-Assessment to Develop Student Ownership............................14  \nImportance of Strategy .......................................................................................................... 14  \nPeer Assessment.................................................................................................................... 14  \nSelf-Assessment .................................................................................................................... 15  \nStrategy 4 Considerations ...................................................................................................... 16  \nTaking Responsive Action ........................................................................................................ 17  \nReferences ................................................................................................................................ 19  \nStage Two: Overview  \nThis Stage Two Academic Re-entry guidance builds upon the Stage One guidance that was issued by the Kentucky Department of Education (KDE) on June 1, 2020. Stage One supports educators through the process of drafting an adjusted curriculum. Stage Two focuses on support on meeting the academic needs of learners through the formative assessment process.  \nPurpose of Stage Two  \nFormative assessment is a critical component of a balanced assessment system that can greatly impact student achievement. The process of eliciting, interpreting and using evidence as part of ongoing teaching and learning allows teachers and students to make adjustments focused on closing the gap between students’ current level of understanding and the intended learning outcomes.  \nDue to the extended remote learning that occurred during the spring of 2020, students may have mor","cbCaiv8nIE3psSux","https://ap.wps.com/l/cbCaiv8nIE3psSux","pdf",502492,"English","# Stage Two: Overview\n## Defining Formative Assessment\n## Key Elements of Formative Assessment\n## Benefits of Formative Assessment\n## Key Strategies to Support Formative Assessment\n### Strategy 1: Clarifying and Sharing Learning Goals and Success Criteria\n### Strategy 2: Eliciting Evidence of Student Understanding\n### Strategy 3: Providing Feedback that Moves Learning Forward\n### Strategy 4: Using Peer-and Self-Assessment to Develop Student Ownership\n## Taking Responsive Action\n## References","[{\"question\":\"What is the purpose of Stage Two guidance?\",\"answer\":\"It guides educators in meeting learners’ academic needs through formative assessment, building support for closing gaps between current understanding and intended outcomes.\"},{\"question\":\"How does formative assessment support student achievement?\",\"answer\":\"By eliciting, interpreting, and using evidence during ongoing teaching and learning, it helps teachers and students make adjustments that move learning forward.\"},{\"question\":\"Which four strategies does the guidance recommend for formative assessment?\",\"answer\":\"Clarify and share learning goals and success criteria, elicit evidence of student understanding, provide feedback that moves learning forward, and use peer and self-assessment to build student ownership.\"}]","Stage Two - Formative Assessment Overview | PDF",1792051606]