Mathematics 6-12: Supporting Student Agency with Effective Formative Assessment

The goal of formative assessment is to improve teaching and learning. It is a powerful tool that when used correctly enhances student achievement, improves instruction, and builds teacher and student agency. In this two-day institute, we will examine formative assessment as a process and way of thinking about teaching and learning that not only moves learning forward but also builds teacher and student agency.

We will examine three questions for reflecting on how we can improve formative assessment to build teacher and student agency:

1. Where are we going (learning targets)?
2. Where is the student on the learning journey (learning progressions)?
3. How do we keep the learning moving forward (feedback and instructional decisions)?

CONNECT & ENGAGE

Formative assessment is grounded in research in the areas of cognition, learning, and student motivation. At its core, formative assessment is a planned, evidence-based approach to improving student learning. It is a process for instructional planning that includes collecting evidence of learning and using that evidence with students to determine their next steps.

Planning for instruction and planning for assessment are interlinked. Existing research on effective formative assessment practices shows evidence of academic gains and improved student learning attributes, such as improved confidence and attitudes. What are those effective formative instructional practices? Participants will explore the research base and effective formative instructional practices which support student engagement.

LEARN

Formative Instructional Practices (FIP) are the formal and informal ways that teachers and students use to gather and respond to evidence of student learning. It helps to think about learning as a journey, and formative instructional practices as the guide for teachers and students. FIP are the heart of effective teaching and learning and are critical to the success of teachers and students.

Participants will examine research based effective formative instructional practices and strategies for integrating and embedding them in a collaborative and respectful classroom environment.

REFLECT & APPLY

Learning is supported when students have a sense of control and choice, receive frequent and specific feedback about their learning, encounter challenging, but not threatening learning, and are able to self- assess. These needed “supports” are the formative instructional practices:

• Creating and using clear learning targets;
• Collecting and documenting evidence of student learning;
• Analyzing evidence and providing effective feedback;
• Preparing students to take ownership of their learning.

Participants will reflect on their current assessment plans and identify research-based strategies they can use to effectively implement the formative instructional practices, providing opportunities for students to develop ownership of their learning.

OUTCOMES

1. Explore the research base and effective formative instructional practices which support student engagement.
2. Examine research based effective formative instructional practices and strategies for integrating and embedding them in a collaborative and respectful classroom environment.
3. Reflect on their current assessment plans and identify research-based strategies they can use to effectively implement the formative instructional practices.

None.

Save paper and effort where possible!

For your convenience, and to support our efforts in being "green", all handouts/files posted here have been notated with an A, B, C or D indicating the following:

(A) hardcopies needed at workshop
(B) electronic version on laptop is sufficient (for viewing during the workshop)
(C) required reading PRIOR to the workshop
(D) file not needed for workshop itself, but simply material of additional interest/reference

(B) Project AERO Website