Category: Formative Assessment

What Would YOU Put Into an Assessment Smoothie?

By Susan Brookhart Some conferences review and present information for audiences that aren’t familiar with it. For example, I might go to a conference to learn more about an assessment technique that already exists. But the BEST conferences create new information. The synergy of the event takes speakers’ and participants’

High fives at Lodge Community School in Evansville, Indiana

Verifying Learning: Who Learned the Lesson in These Scenarios?

By Shannon Pretorius You have the most amazing math lesson planned for today. It is interactive, engaging, requires student collaboration, and you didn’t even have to spend your own money to fund it. Students will be analyzing classroom objects based on their attributes and classifying them into specific geometric categories.

Five Monitoring Techniques That Deepen Student Learning

By Carla Moore For years, we’ve had a serious problem in education. The heavy emphasis on high-stakes testing has prevented teachers from getting timely, actionable evidence of student learning. Ultimately, when a test score, issued after a student is no longer in a given classroom, indicates that the student did

5 Practical Techniques for Embedding Formative Assessment

By Dr. Dylan Wiliam Embedding Formative Assessment, which I wrote with Siobhán Leahy, is designed specifically to help individual teachers develop their practice of formative assessment on their own or with small groups of colleagues. Here are some suggestions for practical techniques you can try in your classroom right now.

Formative Assessment in a Brain-compatible Classroom: How Do We Really Know They’re Learning?

Guest Post by Dr. Marcia L. Tate Whether we like it or not, students see assessment results as tangible, visible evidence of their worth and value. In the workshop I teach by the same name as this blog, I read a story called First Grade Takes a Test. This story

Book Preview: Formative Assessment in a Brain-Compatible Classroom

By Scott Sterling Assessment, generally speaking, is critical to educational success. Although the debate can still rage on about high-stakes testing, formative assessment is a crucial part of any successful classroom. Dr. Marcia Tate’s new book, Formative Assessment in a Brain-Compatible Classroom: How Do We Really Know They’re Learning?, attempts to bridge

Monitoring for Learning

By Scott Sterling Formative assessment can be very hit-or-miss. It can be as simple as a show of hands or as complicated as a written assessment. However, the goal is always the same: finding out whether students are “getting it.” Like most things in education, there is a process for

Performance Assessment Requires Coordinating the “Performance” and the “Assessment”

By Susan M. Brookhart, author of Performance Assessment: Showing What Students Know and Can Do. Most current learning standards ask students to do more than comprehend content knowledge. Performance assessment is a great way to find out how students can use or apply content knowledge or how they implement skills. It only

Not this kind of TLC (although there are days where this would be nice)

Consider a TLC to Improve Your Formative Assessment Strategies

By Learning Sciences Dylan Wiliam Center Staff On this blog, we’ve had quite a few posts on teacher collaboration, professional development, and PLC scheduling. It’s important for educators to work together to improve their practice. PLCs are a common structure to foster collaboration and accountability. But they’re not the only