Two different school districts in three days to talk about formative assessment practices. One of the things I learned is that the definitions, as well as the understandings about formative assessment are changing for some. About 6 years I listened to a professor talk about formative assessment and I was very confused. I was pretty sure that what she was talking about was what I had always referred to as “benchmark” tests. Given at scheduled intervals throughout the year, could be available as software that teachers could use as is or adapt to fit their needs. I was pretty confident I knew what formative assessment was and benchmark assessments didn’t fit with my definition.

While over the years my understanding of formative assessments has deepened, my original ideas are still pretty much the same…minute-by-minute, day-by-day to provide both learners and teachers with information about where to go next with what topic. In working with teachers last week, we found a variety of definitions and understandings. We also saw a variety of practice. Most of us have tried a few formative assessment strategies over the years with varying degrees of success. We might have been very successful with one and not so with another—one we kept; the other we didn’t. No one ever made the connection for us about how standards-based instruction and the use of formative assessment are integral parts of each other. No one let us in on just how much we could turn over to the student and in doing so empower them in such a way as to actually help classroom management (just an extra benefit J). Now we need to make the connection to Response to Intervention. And, oh, professional learning communities as a structure for supporting those working on formative assessments.

What was funny about our conversations was that the teachers realized they did a lot of these “things” and the “things” were all interconnected rather than isolated and independent. How could they tweak what they currently did based on their new learning? What changes could they make that would allow them to use more formative assessment in their classroom? For some is it a more major shift; for others it is just tweaking. Funny that we are supposed to show our students how things are connected and we sometimes think adults can make those connections on their own. Bruce Wellman talks about transfer—taking what we know and finding the pieces that will connect the known to the new to make change easier and quicker.

When we learn more and make connections we can tweak and transfer…Kathy

Well, trying new Web 2.0 tools sure exposes oneself…to change…to practice…to possibilities…to connections. In searching for which tools might be best to incorporate into my practice, I found myself overwhelmed as evidenced by the time lapse between these first two entries. I think I have a better handle now on what fits for my practice and might make a nice nexus to the practice of others.And speaking of serving as a nexus I have to talk for a minute about the learning community I have been fortunate enough to be part of this year. Teachers representing 9 schools and 4 districts come together monthly for a couple of hours after work to share their change in practice around the use of formative assessment. They dialogue, bring artifacts, learn, give feedback, ask questions, challenge, support and celebrate together. It is an exciting way to learn more and grow. In fact, it has been so impactful that our organization is sponsoring a day for folks around the state to gather to learn from each other as it relates to expanding their practice with formative assessment. It should be amazing!Part of my personal practice change this year has been to facilitate multiple online communities for folks who participate in workshops and institutes. It has been a fascinating process to watch what gets shared, by whom, how often and who accesses what’s shared and how often. Many of us seem somewhat reluctant to “embrace” some of these new tools available to us — either for growing in our professions or as forms of social networking. How much of it is about time, how much is usefulness and how much is comfort with the tool(s)? I am hoping time will tell…Kathy

During the past week I have been fortunate enough to engage in dialogue with teachers, principals and administrators in eight different school districts. You know what’s amazing? All the conversations were about how can we support students in their learning or how can we support teachers more. Is it great minds or a sign of the times? The topics are pretty similar…How do we get clear on what is essential for students to learn – to know and be able to do? How do we figure out the difference between the target, the assessment and the activity? What does proficient look like for each target? How do we convey this information to parents?  Then the conversations move to another topic. How can we be more standards-based in our instruction? What happens when we make assumptions about what the adults know and are able to do? How does that affect student learning? 

As adults in education we are always learning. How do we start from the perspective of the implication on our practice? Everything I read, every conversation I have I try to remain open to that idea – the practical implication or application for my practice. It fits with how people learn, you know. How we build frameworks and structures in our brain to gather, sort, organize, store and retrieve information. So as I think about the conversation on Monday about what success might look like for a 4^th year foreign language student or the ideas shared about a successful reading program on Tuesday, what can I use for me? For those I work with? As I listened to principals on Thursday talk about how hard their staff work and what they might want to do to provide more support, what can I do to support the districts I work with regularly? Or the superintendent who tells me they wish they knew more about a topic…how can I offer support? 

My target is pretty clear. I want to change my practice. With that target in mind, what can I take from any conversation or interaction that has implication on my life, my practice?