{"id":6265,"date":"2022-10-24T08:00:43","date_gmt":"2022-10-24T13:00:43","guid":{"rendered":"https:\/\/ele.local\/?p=6265"},"modified":"2022-10-24T09:10:32","modified_gmt":"2022-10-24T14:10:32","slug":"using-formative-assessment-in-supporting-student-directed-learning","status":"publish","type":"post","link":"https:\/\/www.everylearnereverywhere.org\/es\/blog\/using-formative-assessment-in-supporting-student-directed-learning\/","title":{"rendered":"Using Formative Assessment in Supporting Student Directed Learning"},"content":{"rendered":"<p>Formative assessment can be a powerful way to make teaching and learning more student centered and more student directed, according to the presenters of a recent webinar on formative assessment in digital learning contexts.<\/p>\n<p>Jennifer Todd and Tonya Buchan, both instructional designers at Colorado State University\u2019s Institute for Learning and Teaching, presented <a href=\"https:\/\/www.everylearnereverywhere.org\/workshop\/strategies-for-success-formative-assessment-as-an-instructional-strategy\/\">Formative Assessment as an Instructional Strategy: Using the Teaching Effectiveness Framework to Support Digital Learners<\/a> in January 2022 as part of the Every Learner Everywhere\u00ae \u201cStrategies for Success\u201d webinar series. They examined formative assessment as a mindset, a scaffold, and an instructional strategy.<\/p>\n<p>Todd and Buchan recommended the <a href=\"https:\/\/tilt.colostate.edu\/prodev\/teaching-effectiveness\/tef\/\">Teaching Effectiveness Framework<\/a>, which is grounded in diversity, equity, inclusion, and social justice. It includes seven components that work in tandem to foster effective teaching practices, with inclusive pedagogy at the center. A key element in that framework is formative assessment, an instructional technique focused on student understanding and engagement.<\/p>\n<p>\u201cYes, it\u2019s a strategy and yes, it\u2019s something we do in our classrooms, but really it\u2019s a mindset,\u201d said Todd. \u201cAnd what I mean by that is, instead of thinking about \u2018What am I going to teach today?\u2019 it\u2019s switching that to \u2018What will students learn today and how will I know that they\u2019ve learned it?\u2019\u201d<\/p>\n<aside>\n<aside>\n<aside>\n<aside class=\"inline-callout\"><strong>Other webinars in the Strategies for Success series include:<\/strong><\/p>\n<ul>\n<li><a href=\"https:\/\/www.everylearnereverywhere.org\/workshop\/strategies-for-success-engage\/\">Engage! Using Adaptive Courseware and Digital Technology to Enhance Student Learning<\/a><\/li>\n<li><a href=\"https:\/\/www.everylearnereverywhere.org\/workshop\/strategies-for-success-starting-with-the-learner\/\">Starting with the Learner: Inclusive Instruction as Teaching with Social Justice<\/a><\/li>\n<li><a href=\"https:\/\/www.everylearnereverywhere.org\/workshop\/love-as-praxis-discussing-the-washington-state-guided-pathways-initiative-in-diversity-equity-antiracism-and-leadership-ideal-fellows-program\/\">Love as Praxis: Discussing the Washington State Guided Pathways Initiative in Diversity, Equity, Antiracism, and Leadership (IDEAL) Fellows Program<\/a><\/li>\n<li><a href=\"https:\/\/www.everylearnereverywhere.org\/workshop\/online-teaching-strategies-to-promote-equity-and-inclusion\/\">Online Teaching Strategies to Promote Equity and Inclusion<\/a><\/li>\n<\/ul>\n<\/aside>\n<\/aside>\n<\/aside>\n<\/aside>\n<p>As a result, formative assessment is an important part of creating equitable digital learning for minoritized, poverty-affected, and first-generation students. By centering students&#8217; needs, it creates opportunities for them to learn in different ways, to draw on individual strengths, and to account for their own timelines.<\/p>\n<p>Todd and Buchan outlined student engagement strategies such as a background knowledge probe, polling, and a recording sheet. They encouraged participants to re-examine their previous understanding of formative assessment and explore four steps for incorporating this mindset and practice.<\/p>\n<h2>Step 1: Target content<\/h2>\n<p>Formative assessment is part of scaffolding to help students learn challenging topics and begins by identifying content they are struggling with.<\/p>\n<p>\u201cWhen you\u2019re thinking about formative assessment, really focus on topics or skills where students tend to get stuck or have misconceptions. We find that when we\u2019re working with faculty, that\u2019s typically what they\u2019re asking us about,\u201d said Buchan.<\/p>\n<p>\u201cWe think this is important because we want to make sure that the things you\u2019re emphasizing in class and in these formative assessments align with your learning outcomes.\u201d<\/p>\n<p><em>Related reading \u2014 <a href=\"https:\/\/www.everylearnereverywhere.org\/blog\/5-practical-strategies-for-using-digital-tools-to-increase-online-student-engagement\/\">5 Practical Strategies for Using Digital Tools to Increase Online Student Engagement<\/a><\/em><\/p>\n<h2>Step 2: Check understanding<\/h2>\n<p>Formative assessment can be a tool for developing an effective way to gauge students\u2019 level of understanding of your target content. \u201cThis is really an opportunity to think about some of these different classroom assessment techniques,\u201d said Buchan. \u201cYou want to look at the active learning strategy by instructional modality and find a classroom assessment technique that really fits with your outcome.\u201d<\/p>\n<p>The presenters acknowledged that time is a challenge for many instructors, and it can be difficult to implement new and time-consuming strategies when there is a lot of material to cover. \u201cOne thing to note is that you don\u2019t need to do this with every topic,\u201d Buchan explained. \u201cJust focus on incorporating formative assessment in places where students are challenged.\u201d<\/p>\n<h2>Step 3: Form a goal<\/h2>\n<p>The ultimate aim of using formative assessment as an instructional strategy is to translate the results into a new teaching strategy.<\/p>\n<p>\u201cYou really want to think about what it is that you want to know from this,\u201d Buchan said. \u201cHow are you going to use that information to guide your students so that they can best use that to determine another step if they want to really study something? . . . . Maybe they\u2019d want to form a study group; sometimes just giving students that little prompt of \u2018you know if you have trouble with this, you might want to review this or get together with a group.\u2019\u201d<\/p>\n<h2>Step 4: Consider logistics<\/h2>\n<p>For formative assessments to successfully change the way students tackle difficult material, feedback is necessary. However, many educators have large class sizes and a large amount of material to cover during a term. With that in mind, the logistics of giving constructive feedback is a challenge.<\/p>\n<p>An important question that arose in the discussion after Todd and Buchan\u2019s presentation was whether or not formative assessments should always be graded. \u201cAbsolutely not,\u201d said Todd. \u201cIf you\u2019re having students do formative assessments, you can\u2019t grade everything. It\u2019s just not physically humanly possible. Feedback to students is so important to their learning and there are a couple of dozen ways you can give students feedback.\u201d<\/p>\n<p><em>Related reading \u2014 <a href=\"https:\/\/www.everylearnereverywhere.org\/blog\/ungrading-and-equity-does-it-support-minoritized-students\/\">Ungrading and Equity: Does It Support Minoritized Students?<\/a><\/em><\/p>\n<p>Placing the responsibility back on the students for learning the material is a mindset shift that occurs with formative assessment, Todd explained. \u201cIf students were doing some type of formative assessment, I might have an example of what the final ought to look like but I don\u2019t share with them until everyone\u2019s finished. Then the students can try something out and then compare where they should be.\u201d<\/p>\n<p>Ultimately, the goal of formative assessment is to make both learning and teaching more student directed. \u201cYou have to know what kind of language to use and what you\u2019re asking students to do,\u201d Todd said. \u201cThat\u2019s going back to a mindset thing. [Formative assessment] is a way to tweak everything about your teaching. It\u2019s a way to share with the students that they can do this, that it\u2019s in their control.&#8221;<\/p>\n<p><span style=\"font-weight: 400;\"><a href=\"https:\/\/www.everylearnereverywhere.org\/email-signup\/\" title=\"Subscribe\" target=\"_blank\" class=\"btn false\">Don\u2019t miss the next webinar. Sign up for our newsletter<\/a><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Formative assessment can be a powerful way to make teaching and learning more student centered and more student directed, according to the presenters of a recent webinar on formative assessment <a href=\"https:\/\/www.everylearnereverywhere.org\/es\/blog\/using-formative-assessment-in-supporting-student-directed-learning\/\" class=\"more-link\">&#8230;<\/a><\/p>","protected":false},"author":13,"featured_media":6266,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-6265","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Using Formative Assessment in 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