Formative Assessment Interview Series

Currently available professional development programs that can help practitioners learn to use classroom assessment FOR student learning.

Rick asserts that we know what we need to know about sound formative practices and their potential for positive impact on student success to move to implementation. But the foundation of success in doing so will be a strong foundation of assessment literacy.

Rick directs that local school district leaders show parents what 21st Century classroom assessment practices look like and reveal to them the research evidence of positive impacts on student learning success and academic self-efficacy.

To set and implement strong assessment policies, one must bring a strong foundation of assessment literacy to the process, or a clear understanding of principles of sound assessment practices.

The very best starting place, Rick contends, is for teachers and local school leaders to engage in a high-quality professional development program in formative classroom assessment. He urges them to become assessment literate in those terms.

Rick focuses on the concept of academic self-efficacy or extent to which students feel in control of their own academic well-being. He details how principles of “assessment FOR learning” or formative assessment can strengthen a student’s sense of efficacy.

Rick addresses the emotional dynamics of the assessment experience from the student’s point of view. Those dynamics reveal that learners benefit from partnering with their teacher in ongoing formative assessment as they grow.

Rick describes how to use formative assessment practices effectively in the classroom, detailing 5 keys to quality and highlighting the importance of student involvement in the ongoing assessment of their own achievement as they grow.

Rapid changes in our society necessitate that schools produce students capable of adapting the rapid changes in their professional and personal lives; they must be capable lifelong learners.

Rick outlines the elements of truly balanced local assessment systems; that is, systems that meet the information needs of all assessment users/instructional decision makers from the classroom to the boardroom.

Both applications serve important purposes, but those purposes are different. One seeks to help students learn more while the other serves to certify level of attainment.

Rick begins the video series with brief definitions of assessment in general and formative assessment in particular; that is, the use of classroom assessment practices to support student learning success.