Making Student Thinking Visible: Using Formative Assessment to Transform Teaching and Learning
Important note: We have two registration forms, one for those from the United States and a separate international form. Please be sure to select the correct form when registering for this course. International registrants must pay with a purchase order or a wire transfer. If you have any questions, please contact Javier Heinz at firstname.lastname@example.org.
This interactive and intensive year-long professional learning experience provides an opportunity for teachers to explore research-informed ideas about formative assessment, which is one of the most powerful core practices for increasing student achievement (Black, B. P., & Wiliam, D., 1998). The institute is designed for secondary teaching teams from core content subject areas, and our approach will be relevant for teachers from any school system or country that values student-centered learning and would like to learn about how to bridge formative assessment research and practice. Teachers will apply ideas introduced during the institute by engaging in a collaborative formative assessment cycle of inquiry. CSET recognizes that transformative professional learning occurs when teachers are afforded sustained and ongoing opportunities to apply and reflect. To that end, this program begins the cycle of inquiry during the summer institute and then provides support through the school year via four virtual group coaching sessions. Teachers will meet with content area colleagues in a video conference facilitated by a CSET instructional coach. These sessions are included in the institute tuition.
Questions That Guide the Institute:
What is the core practice of formative assessment, and what is the research base that supports it as one of the most powerful ways to increase student achievement?
Why is the mapping and sharing of clear learning trajectories, learning targets and criteria for success critical to formative assessment?
How do teachers elicit and respond to student thinking and adjust instruction as a result?
What is the role of feedback in formative assessment? What are the highest-leverage feedback moves a teacher can make to impact learning for all students?
Why is it essential that formative assessment is a collaborative process amongst teachers, learners and their peers?
What roles do self-assessment, self-monitoring, and peer assessment play in a highly efficacious formative assessment process?
Who Should Attend:
K-12 educators with two or more years of teaching experience in science, math, history/social science, or language who are committed to their own professional growth and equitable learning outcomes for their students
Teams of two or more teachers from the same school
Teachers looking for meaningful collaboration opportunities with colleagues from different schools from around the world
Date and time
July 26, 2020 - July 30, 2020