November Literacy Coaching

Formative Assessment

In keeping with the theme of our last post – using assessment in meaningful ways to support student learning – this month we take a closer look at formative assessment. Although often overshadowed by the high-stakes and public accountability of district tests and state mandates, it is in its role to inform teachers and students that assessment holds its greatest power.  In fact, the most highly visible and high stakes tests are actually the least effective for monitoring students’ learning; rather, it is through classroom-based, formative assessments, that teachers and students gain the greatest insight into learning and gauge students’ progress toward acquisition of content and achievement of grade level benchmarks (Valencia, 2011). Furthermore, the ability to assess student learning during instruction is a hallmark of effective teachers and often distinguishes more effective teachers from their less effective colleagues (Athanases & Achinstein, 2003).

Making Assessment Meaningful

September 2016 Literacy Coaching

These days, schools are awash with data.  It seems as though every time we turn around, there are more assessments to be administered – weekly, monthly, and annually.  In addition, we are frequently reminded that decisions should always be data-driven.   But just collecting data doesn’t affect student achievement.  It’s only through clear-eyed analysis and interpretation that the results take on meaning.  Only then does assessment assume its proper place in the instructional cycle – assess, plan, implement, reassess.

So where can we begin?