When I work with teachers who are writing and using formative assessments in their instructional practices, they will sometimes tell me that while they understand how important formative assessment is, they also feel that they are wasting instructional time because they already know which of their students have learned the targets being assessed. They say that some students always need help, and others have asked questions during the instruction that show they don’t even have a basic understanding of the target being taught. For these students, they wonder why they should even give them the formative assessment. Read more
Topic: Assessment Architecture
It’s been well-established in the literature around professional learning communities that team-developed common assessments can serve as powerful tools to monitor students’ level of proficiency in the essential standards (DuFour, DuFour, Eaker, Many, and Mattos 2016). Read more
Think of any group of thirty people whose only commonality is their age. Would it be reasonable to expect that each member of that group has the same ability in mathematics? That they all read at the same level with the same fluency, comprehension, and vocabulary? They all have the same writing ability and can produce high-level prose on any topic? Would they all demonstrate the same self-regulation in social situations? I think we can readily agree it would be folly to make those broad assumptions. Read more
As a classroom teacher I studied, routinely, how to become a better teacher. I constantly questioned how I could improve instruction so that the students I was teaching could learn at high levels. It was important for me to improve my craft so that I could help my students maximize their potential. When I became a campus administrator I began thinking about my teaching in a different way.
Since schools and districts transitioned to using the Common Core standards, I’ve been asked a number of times to show teachers how to write questions similar to the new high stakes tests. For example, PARCC has three different types of ELA items: Evidence-based selected response questions, technology-enhanced constructed response items, and prose-constructed response items.
“Teacher collaboration in strong professional learning communities improves the quality and equity of student learning, promotes discussions that are grounded in evidence and analysis rather than opinion, and fosters collective responsibility for student success.”
McLaughlin & Talbert (2006)
Have you ever done a quick Google search of the word “formative”? I was inspired when I recently did and read, “serving to form something, especially having a profound and lasting influence on a person’s development.” What exactly is it that we are trying to form through our formative assessment processes? In my classroom, I hope to develop strong, capable learners who take charge of their learning, learn from mistakes, and develop a growth mindset. My hope is that they view assessments as a method of communication between us and see the value in making mistakes and growing from them. Read more
With all of the published materials and frameworks available, teachers often ask why they should invest their time in unpacking standards. Consider the following:
One of the most powerful aspects of effective assessment practice resides in engaging students in dialogue about their learning as a result of the information gathered during the assessment phase. Formative assessments are check-ins throughout a unit of instruction to see how students are progressing. The more engaged our students become in conversations with teachers about their learning, the greater the likelihood that they will experience success. Read more
Early on in my career I was a very traditional grader. Homework was scored, retakes weren’t allowed, and I even gave extra credit. I’m not proud of this, but it’s the truth and helped shape the educator I am today. I realize now that I was teaching my students to play the game of school. They were to accumulate the desired amount of points to be rewarded with the grade they were working towards.