Advancing formative assessment in every classroom PLG
According to research compiled by Moss and Brookhart, the formative assessment process, when used effectively, can significantly improve student achievement and raise teacher quality (2009). In the summer of 2013 a group of interested educators met based on interest of learning more about formative assessment. The group completed a one day overview during the summer of 2013 on formative assessment. This group stemmed from a PLG that was formed in 2012. Collectively, the group decided to continue extending their learning during the 2013-2014 school year to become what will be known as Formative Assessment PLG Cohort 2. The PLG will continue focusing on utilizing the formative assessment process to impact student learning, increase the level of evidence of that learning and bring productive value to the teaching-learning process. The participants will be involved in four sessions throughout the school year that require them to reflect, plan, and make adjustments to current instructional practices that are not aligned with the formative assessment process. The goal is to ensure techniques are explored and implemented to improve student learning.
This professional learning group focuses on classroom level practices that affect student learning and achievement, build capacity, and foster school wide outcomes that can meet the demands for high-stakes accountability facing today's education professionals.
Content Knowledge: To improve the learning of all students, teachers master the disciplines related to their teaching fields including the central concepts, important facts and skills, and tools of inquiry; they anchor content in learning experiences that make the subject matter meaningful for all students.
Teaching and Learning: To increase the achievement of every student, teachers draw upon a thorough understanding of learning and development; recognize the role of families in supporting learning; design a student centered learning environment; and use research-based instructional and assessment strategies that motivate, engage, and maximize the learning of all students.
This professional learning group focuses on classroom level practices that affect student learning and achievement, build capacity, and foster school wide outcomes that can meet the demands for high-stakes accountability facing today's education professionals.
Content Knowledge: To improve the learning of all students, teachers master the disciplines related to their teaching fields including the central concepts, important facts and skills, and tools of inquiry; they anchor content in learning experiences that make the subject matter meaningful for all students.
Teaching and Learning: To increase the achievement of every student, teachers draw upon a thorough understanding of learning and development; recognize the role of families in supporting learning; design a student centered learning environment; and use research-based instructional and assessment strategies that motivate, engage, and maximize the learning of all students.
Embedding the Formative Assessment Process in the Classroom PLG
Investigating the process of Formative Assessment through the venue of a book study using Embedded Formative Assessment by Dylan William to be completed by May 2014. The goal of the sessions is to utilize the formative assessment process in the classroom to impact student learning in the UA/UWA Region.
The Embedding the Formative Assessment Process in the Classroom PLG is a continuation of a group that began in 2012. In the 2013-2014 school year, the group will continue to focus on utilizing the formative assessment process to impact student learning. Additionally, the PLG will explore strategies to aid in the collection of evidence of student achievement and learn how to make instructional decisions based on the evidence and the students’ trajectory toward meeting and extending the intended learning target. The participants will be involved four sessions throughout the school year that require them to reflect, plan, and make adjustments to current instructional practices that are not aligned with the formative assessment process. The goal is to ensure techniques are explored and implemented to improve student learning.
The Embedding the Formative Assessment Process in the Classroom PLG is a continuation of a group that began in 2012. In the 2013-2014 school year, the group will continue to focus on utilizing the formative assessment process to impact student learning. Additionally, the PLG will explore strategies to aid in the collection of evidence of student achievement and learn how to make instructional decisions based on the evidence and the students’ trajectory toward meeting and extending the intended learning target. The participants will be involved four sessions throughout the school year that require them to reflect, plan, and make adjustments to current instructional practices that are not aligned with the formative assessment process. The goal is to ensure techniques are explored and implemented to improve student learning.
