Criterion number six is: Using multiple student data elements to modify instruction and improve student learning.
The teacher uses multiple data elements (both formative and summative) to plan, inform, and adjust instruction and evaluate student learning. The teacher uses multiple sources of growth or achievement data from at least two points in time to show evidence of high growth for all or nearly all students. Assessment is fully integrated into instruction though extensive use of formative assessment techniques.
Almost any assessment instrument can be used for formative or summative purposes, it is how the results are used that determines whether it is formative or summative. If there is still time for the student to take action and improve learning it is formative assessment. My favorite analogy is when a cook tastes the food it’s formative assessment and when the guests taste the food it’s summative assessment.
Pose a question, have students answer on index cards.
Sort the cards into yes and no piles.
Look at the ones that are wrong and pick out one one to analyze “Your Favorite No”.
Rewrite the problem so students can’t identify the handwriting or to whom the card belongs.
Start with having kids identify what is right about the problem, what do I like about it?
Then focus of what is incorrect and how to improve it.
According to John Dewey, “We do not learn from experience… we learn from reflecting on experience.” Students need opportunities for self-assessment and reflection. This can be down with practice tests, dictations, or other immediate feedback learning activities like the box game, white boards, sentence strips, search and lift or other manipulatives, and exit slips.
Students help develop rubrics with success criteria. Rubistar.com is a free site to develop rubrics. This can help students to monitor their own understanding. Encourage students to provide very specific descriptive feedback to each other. See this in action in the video Autin’s butterfly .
Learners can use Youtube to fill in the gaps in their own learning. There is boy who was trying to learn how to start a fire with a bow string. He knew he was doing it wrong so he posted his attempt on Youtube and asked for feed back. Ninty-six people responded, providing very specific feedback like he was using the wrong wood, his foot was on the wrong side, he needed to tighten the string. I used Youtube to teach myself how to build this blog. Step by step, every time I needed to know how to add the next element I would consult Youtube. This made me wonder…can my students bridge the gaps in their learning with Youtube on their own?
They can if they are taught how! Anything we can teach ourselves, we can teach someone else how to do. Student portfolios, digital lockers, or learning logs can help track student’s growth and what gaps need to be filled in. Distinguished teachers establish appropriate student growth goals in collaboration with students and parents and identify data to monitor, adjust, and evaluate achievement of goals.
Check out my post on Core Practice #6 for more feedback ideas and here is a list with descriptions.The Formative Assessment Techniques ensure 100. Here are some formative assessment resources from Amazon.com. How do you use student data to improve instruction? Please comment here!