S'More From the AP
Week Ending December 9, 2016
Using Formative Assessment To Increase Student Learning - by Traci
As I reflected on my notes from this learning, I could sum up my main takeaway in one question:
How might learning and teaching look differently if formative assessment were made an integral part of instruction, rather than a separate thing?
Breaking that idea down further: If formative assessments were built into the lessons in such a way that immediate data and feedback were able to guide that instruction as it is occurring or as close to "in the moment" as we can get....how powerful would that be?
What if that data and feedback weren't just teacher centered? What if that data were gathered by the student? What if that feedback was not only from teacher to student but from student to teacher?
Researcher John Hattie has done a lot of work in the area of effect size and looking at variables to determine the impact of many different things on student achievement. Many of the most powerful things we can do, including feedback and self-assessment, are tied into formative assessment. Below I will link an article by the late Grant Wiggins (Professor and Educational Researcher) which outlines the main things that impact student achievement. I know when I read through them there were some surprises on that list for me!
I would love to hear some of your thoughts and ideas on how you are using formative assessment! Please give me some feedback on how you are using it and what's working in your classroom!
If you'd like to watch the webinar, I've included a link to the recorded video at the bottom of this S'More. It is about 45 minutes and definitely Worth Watching!
The Principal Ponders
How might learning and teaching look differently if formative assessment were made an integral part of instruction, rather than a separate thing? Wow, what a powerful question!
What comes to mind for me when I read this question is the chapter in Learning Targets that addresses feedback and how it has the potential to feed learning forward. As a staff, we studied this chapter in the context that it goes hand and hand with formative assessment to create a formative learning cycle. This cycle encompasses 5 phases:
· Model and explain
· Scaffold learning, goal-setting, and self-assessment through guided practice
· Engage students in a performance of understanding
· Provide formative feedback
· Give students the opportunity to use feedback to improve their performance (Moss & Brookhart, 2012)
I have seen this cycle beautifully carried out by one of your colleagues. When doing a quick, one-on-one reading assessment/probe, this teacher takes her data and then provides the student feedback, right then, based on that data. She then engages the student in the conversation, providing them the opportunity to give her feedback. Next, she and the student develop a reading goal together for the student to work on until the next time they meet. She will write the goal on a sticky note for the student to keep on his/her desk. If you walk in to this teacher’s classroom, you will see a yellow (colors may change!) sticky note on every student’s desk. Again….wow, how powerful!
Research says that effective feedback is targeted, timely, and specific. The scenario above hits all of these – and the whole scenario took place:
· In a time frame of 4-6 minutes. 4-6 minutes of impactful teaching AND learning.
· As a part of the lesson/probe/assessment
· With feedback being provided by teacher AND student
I know formative learning cycles like this are happening in other classrooms in our building…..so, like Traci mentioned, share the ways you are using formative assessment and data to guide instruction and learning. I can’t wait to hear what you have in your bag of tricks!