“…simply treating formative assessment as a series of more frequent mini-assessments misses the point about its value to learning – a value that is rooted in theory and research. At a time of unprecedented opportunity, it is regrettable that roles of the teacher and the student in enabling learning are not at the center of current thinking about formative assessment within the proposed next-generation assessment systems. This may well result in a lost opportunity to…
Thanks to the support I’ve received from various members of my learning community (particularly Julie Kopp, Theresa Gray, and Jennifer Borgioli), I’ve discovered much more about the power of formative assessment practices in recent years. Reflecting on questions like these helped me begin shaping a vision for the sort of assessment work that I wanted to begin myself and support other educators around. The realizations below guided much of that thinking. Next week, I’ll share…