Guide
Name
Met/Not-Yet-Met
Description
Met/Not-Yet-Met is a formative assessment strategy that facilitates student self-assessment, peer assessment, teachers' focused observations, and descriptive feedback which is learner specific. Met/Not-Yet-Met includes two or three criteria for quality work beside a t-chart which are checked (Ăź ) as M or NY, depending on the evidence, or lack of evidence, in the "work" being assessed, including processes, demonstrations, performances, and/or products. The criteria for Met/Not-Yet-Met are based on targeted learning outcomes and constructed by the students with teacher guidance. The student generated criteria are usually posted on a chart in the classroom. Met/Not-Yet-Met is also a means to support differentiation- each learner will have appropriate assessment criteria for her/his specific learning needs, and descriptive feedback from peers and the teacher that connects to individual learning. Resources: Constructing Student-Generated Criteria for Quality Work http://www.edu.gov.mb.ca/k12/cur/multilevel/blms/blm_2.doc Record-Keeping Form ela/g/elablm_11SBLM
Purposes Specific Learning Outcomes LICT Descriptors How To Do Related Information
Criteria Setting: Constructing Student-Generated Criteria link to file Goal Setting link to file Reflection link to file Self- Assessment link to file Met/Developing/Not-Yet-Met categories may also be used. It is important that students choose only 2-3 criteria on which to focus, as more criteria become overwhelming and interfere with the metacognitive thinking process.
Variations Assessment / Think Abouts References
- Independent Together: Supporting the Multilevel Learning Community Chapter 3: Assessment and Learning in the Multilevel Classroom http://www.edu.gov.mb.ca/k12/docs/support/multilevel/chap3.pdf
Keywords
Š 2007 Manitoba Education, Citizenship and Youth Created with Curriculum Navigator, - Page 1 -