Formative Assessment Process in Remote Learning Environments Webinars

 

Background:

States, districts, and schools have asked for help with gathering information on student progress, given the shift to distance learning. In response, Understanding Language at Stanford has produced guidance on using the Formative Assessment process to support language and content development as well as social emotional learning. UL created two one-hour virtual sessions focused on strengthening Formative Assessment practices in remote and non-remote (classroom learning environments applicable across grades and content). The two sessions include key concepts and proven practices as explained by UL experts and partner educators. This work was made possible with financial support from the Smarter Balanced Assessment Consortium.

 

SESSION 1: Framing and Supporting Formative Assessment Practices in Remote Learning (June 17, 2020)

 

Session 1 provided an initial overview of Formative Assessment practices, with an emphasis on ongoing assessment of content, disciplinary thinking skills, and the language needed to use them. Educators from three districts shared examples from their own classes on how they used remote learning platforms and tools to elicit, gather, analyze, and learn from their students' interactions.

 

Contents

00:00 -Introduction to the session
01:54 -What is Formative Assessment (FA)?
04:20 -What can/should we formatively assess remotely?
11:07 -FA Example 1 (High School ELA Teacher)
20:48 -FA Example 2 (Elementary Teacher)
26:50 -Instructional Activities for Effective FA
33:04 -Effective Instructional Activity for FA Example 1 (Elementary Teacher)
36:04 -Effective Instructional Activity for FA Example 2 (ELA High School, Administrator)
45:18 -Systems that Cultivate and Leverage FA, Introduction
46:29 -Systems Example 1 (Mathematics Coach)
50:44 -Systems Example 2 (District Level)
57:12 -Recap

If you wish to jump to specific segments, click here, go into the video description, and click on the segment link (time stamp).

Resources

 

SESSION 2: Framing and Supporting Formative Assessment Practices in Remote Learning (July 23, 2020)

 

This session emphasized the role that student formative evidence can play in continuous improvement, aka PDSA cycles, within remote/hybrid settings. Teachers shared their plans for expanding formative assessment practices for the Fall using a curriculum enhancement procedure, while district leaders discussed how they can adapt their pre-COVID PDSA cycles within this new learning environment.  Finally, participants shared their own pilot PDSA cycle for the upcoming school year

 

 

Contents

00:00 -Introduction to the session
02:35 -Building from Session 1
04:10 -Task Description: Using PSDA Organizer
05:24 -Curriculum Enhancement Procedure (framing for multi-lesson)
08:14 -Educator Insights (questions for educators to consider
08:50 -PDSA Cycle in Early Literacy (FA Example, Elementary Teacher)
13:48 -PDSA Cycle in Student Conversations and Writing (FA Example, High School Teacher)
22:00 -PDSA Cycle in Administrator Planning (District Planning Example)
29:36 -Sample Resources
31:16 -Crafting Your Own PDSA (Sample Questions and Planning Notes)
33:14 -Your Brainstorming
34:02 -Breakout Group (Modeling Example)
47:08 -Whole Group Share (Modeling Example)
50:00 -PDSA Next Steps (Creating a PLC Example)

If you wish to jump to specific segments, click here, go into the video description, and click on the segment link (time stamp).

Resources