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Tuesday, November 10 • 2:35pm - 3:45pm
Bringing Students into the Formative Assessment Process: Research Headlines, Resources and Tools

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Compelling research around the effectiveness of formative assessment practices suggests that students can, and should be, the primary consumers of their own formative assessment data. The richness of using formative assessment lies in building students’ ownership and involvement in their learning through the use of a collection of specific instructional practices. When used together, these practices outline an effective instructional approach that makes content more accessible for all students, and particularly for struggling learners. These practices center around teaching students to be able to answer for themselves the questions: 1) What goals am I aiming for in my learning? 2) Where am I currently in relation to those goals? 3) If I have not yet met the goals, what do I need to do next to move closer to meeting them?

This workshop will summarize the results of a five-year NSF-funded project to: 1) design a professional development approach and materials to teach mathematics teachers how to effective implement these formative-assessment-related instructional practices, specifically in mathematics instruction, focused on helping students learn to take part in the formative assessment process; and 2) document barriers, challenges, and possible learning trajectories in teachers’ learning of these instructional practices. Workshop participants will learn about several key shifts in teachers’ mindsets and teaching practice around student ownership of and involvement in their learning and will do several hands-on activities that illustrate the approach and resources used in the professional development.


Susan Janssen Creighton

Senior Research Associate, Education Development Center, Inc.

Emily R. Fagan

Senior Research Associate, Education Development Center, Inc.

Tuesday November 10, 2015 2:35pm - 3:45pm EST
Location TBD
  PM Breakout