Teachers Can LESSEN Interventions During Their LESSONS
Here’s how IE solves an existing problem that teachers are experiencing – monitoring and tracking student progress ... beginning with the students’ point of view.
Teacher View – Student Evidence Tracker
Student View – Student Evidence Tracker
Why is Formative Assessment so Effective?
Increases student learning and motivation with clear learning goals and criteria for success
When students understand their learning goals and criteria and use them in self-assessment, both learning and motivation increase (McMillan & Hearn, 2008).
Makes student thinking visible as students respond to the teacher and one another
Classroom discourse, based on open questions that showcase student thinking, help students learn to think and express themselves in a discipline (Forman, Ramirez-DelToro, Brown, & Passmore, 2016).
Increases learning and engagement as students track their own progress
When students track their own progress, learning increases (Marzano, 2009/10), and so does student involvement in their own assessment (Stiggins & Chappuis, 2005).
Creates the opportunity for constructive feedback rather than just a grade
Research suggests that for most learning goals, elaborated feedback that describes students’ work against goals and criteria, rather than simply scoring or grading it, is most effective for learning (Van der Klein, Feskens, & Eggen, 2015).
Improves equity and access as students gain access to and use feedback
Providing students opportunities to use feedback can be seen as an example of the broader issues of opportunity to learn (Elliott & Bartlett, 2016) and equity.
Deana Senn, MSSE
YEARS IN EDUCATION: 20+
KEY ROLES: Senior Director, Academic Teaming, Education Consultant, Curriculum Specialist, Teacher
1Lee, H., Chung H.Q., Zhang Y., Abedi, J., & Warschauer, M. (2020) The effectiveness and features of formative assessment in US K-12 education. A systematic review. Applied Measurement in Education, 33 124-140. https://doi.org/10.1080/08957347.2020.1732383 | 2Hattie, John. (2009) Visible Learning 3, 22. https://users.ugent.be/~mvalcke/CV/visible-learning-chapter-3-hattie.pdf