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How Do I Know My Students Are Learning? Formative assessment connects learning targets to student outcomes

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Title: How Do I Know My Students Are Learning? Formative assessment connects learning targets to student outcomes
Language: English
Authors: Burton, Amy
Source: Learning Professional. Apr 2020 41(2):28-31.
Availability: Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 800-727-7288; Fax: 513-523-0638; e-mail: office@learningforward.org; Web site: https://learningforward.org/the-learning-professional/
Peer Reviewed: Y
Page Count: 5
Publication Date: 2020
Document Type: Journal Articles
Reports - Descriptive
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Student Evaluation, Formative Evaluation, Evaluation Methods, Teacher Attitudes, Faculty Development, Communities of Practice, Action Research, Middle School Teachers, Student Centered Learning, Teaching Methods, Thinking Skills, Teacher Student Relationship
ISSN: 0276-928X
Abstract: Why is formative assessment -- a proven powerful instructional practice -- so elusive in classrooms? As a regional professional learning provider for several years, Amy Burton rarely observed the use of formative assessment, even though, when asked, teachers could define it -- a quick check, during instruction, of what all students understand so far about the learning objective. The lack of formative assessment was apparent among both veteran and novice teachers, even though novice teachers' recent university coursework included assessment for learning. To pursue the mystery of why formative assessment was so highly recommended but not practiced, Burton led an action research cohort as part of her dissertation research. She explored how teachers participating in a reflective learning community shifted their mental models of teaching and learning as a result of using formative assessment to inform implementation of professional learning for long-term change. In this article, Burton discusses the action research project and how she built teachers' use of learning-centered practice in order to implement the use of formative assessment methods.
Abstractor: ERIC
Entry Date: 2020
Access URL: https://learningforward.org/journal/beyond-the-basics/how-do-i-know-my-students-are-learning/
Accession Number: EJ1256485
Database: ERIC
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  Data: Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 800-727-7288; Fax: 513-523-0638; e-mail: office@learningforward.org; Web site: https://learningforward.org/the-learning-professional/
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  Data: Why is formative assessment -- a proven powerful instructional practice -- so elusive in classrooms? As a regional professional learning provider for several years, Amy Burton rarely observed the use of formative assessment, even though, when asked, teachers could define it -- a quick check, during instruction, of what all students understand so far about the learning objective. The lack of formative assessment was apparent among both veteran and novice teachers, even though novice teachers' recent university coursework included assessment for learning. To pursue the mystery of why formative assessment was so highly recommended but not practiced, Burton led an action research cohort as part of her dissertation research. She explored how teachers participating in a reflective learning community shifted their mental models of teaching and learning as a result of using formative assessment to inform implementation of professional learning for long-term change. In this article, Burton discusses the action research project and how she built teachers' use of learning-centered practice in order to implement the use of formative assessment methods.
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