This post originally appeared on InService, the ASCD community blog. ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization with 160,000 members in 148 countries, including professional educators from all levels and subject areas––superintendents, supervisors, principals, teachers, professors of education, and school board members. View Original
Students enter the classroom with their own specific learning needs, styles, abilities, and preferences. They also bring with them their own cultures, backgrounds, and personal histories. In culturally responsive classrooms, teachers make standards-based content and curricula accessible to students and teach in a way that students can understand from their varying cultural perspectives. If the goal is for each student to succeed academically, how are we using the cultural capital available in our classrooms to capture attentions, engage students, and make curricula relevant?
On this episode of the Whole Child Podcast, Sean Slade, ASCD’s director of whole child programs, and guests explore what it means to, as Gloria Ladson-Billings writes, “empower students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes”; how to create a positive classroom learning community; and what supports teachers need to serve their diverse students.
Listen to the episode below or download here.
This post originally appeared on Edutopia, a site created by the George Lucas Educational Foundation, dedicated to improving the K-12 learning process by using digital media to document, disseminate, and advocate for innovative, replicable strategies that prepare students. View Original >
I think formative assessment is one of the single most important things that teachers can do — and already do — for their students. In fact, great teachers use formative assessment whether or not they know it. Formative assessment may not be new, but it certainly has begun to crystallize into particular elements and components that are currently in the spotlight. When teachers practice great formative assessment, it can be a transformational experience for them as practitioners and, more importantly, for their students.
When teachers check for understanding, they are doing so as a means to ensure that students are successful in the summative assessment. It’s important to remember that formative assessments are for learning, not necessarily of it. Summative assessments, on the other hand, are often assessments of learning. Consequently, the teacher’s grade book is transformed. I wrote about this personal transformation in a previous blog post. By embracing formative assessment, teachers are awarding students at their best, not at their worst. The grade book more accurately reflects student competency of content and skills. Formative assessment leads to more equitable and fair grading practices.
Teachers work smarter, not harder, when they use formative assessments. One of the biggest mistakes a teacher can make with formative assessment is to over-simplify the process of using it to adjust instruction. Formative assessment is actually more nuanced. For example, a teacher collects an exit ticket and discovers that about a third of the class missed a concept. Because of this, she returns the next day and reviews the content with the whole class. Pardon me, but I think that is crazy! Why would you do that? Only a third of the students need that review — the rest are ready to move on.
Here, formative assessments must be used in making decisions to “feed forward,” or make the right decision in terms of instructional next steps. Teachers also need to probe whether or not the mix-up was truly an error or instead just a mistake. A mistake implies that further instruction on that content may not be needed, while an error indicates that instruction must happen, as there are gaps in the learning. These instructional next steps might indeed be whole-class instruction, but they also include one-on-one support, small group instruction, and other important differentiation decisions. Overall, a teacher can give the right instruction at the right time as his teaching becomes responsive to students, rather than responsive to other forces.
Student Learning Transformation
Teachers use formative assessment to let students know where they are in the learning journey. Assessment is no longer a surprise! Student learning becomes transparent and also personalized. In addition to just-in-time learning, students get just-in-time feedback. Teachers rely on formative assessment to give students specific, actionable feedback that they can use to refine their work, seek out resources, and engage in learning that is specific to their needs. Because of this, all students increase their capacity for success. All students are getting what they need when they need it, as opposed to when the teacher guesses they need it. What happens next? Increased engagement! Students are more engaged in the learning because it is relevant and meaningful to them.
Classroom of Empowerment
Another big transformation that occurs when teachers practice formative assessment is a classroom of empowerment. Students are empowered to take ownership of the learning process. They know where they are and can set goals for next steps. They are given the power to “fail forward” and know that it’s never too late to learn. Teachers are also empowered to make the right decisions in meeting their needs of their students. In fact, I would take this a step further — remember that a formative assessment isn’t formative until you decide it is. Similarly, a summative assessment isn’t summative until you decide that it is. You, as the teacher, use your professional judgment and are empowered to make the right decisions for your students as individuals and your classroom of learners as a whole.
Remember, formative assessments look and sound different — and frankly, they should. Formative assessment includes oral language and questions, projects or performance assessments, written components, movement and gesture activities, technology tools, and more. These assessments are not always intended to be large assignments, but rather can be quick and efficient ways to check for understanding. I hope my comments here serve to affirm that which you’re already doing well. Great teachers know their students, make adjustments, reflect, and honor the learning process. When teachers embrace and regularly use components of formative assessment, they are truly transformative teachers!
How is formative assessment transforming you, your students, and your school?