An equity and personalization focus led teachers to apply elements of formative assessment without extensive formal training¶

Claim · All claims
Evidence · 1 study · qualitative r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? None of the four schools had extensive formative assessment training, yet their equity focus led teachers to apply formative assessment elements and use evidence regularly. → Equity-focused Schools Carry All Students to High Levels 2014

Evidence¶

Equity-focused Schools Carry All Students to High Levels 2014¶

Equity-focused Schools Carry All Students to High Levels. (2014). WestEd R&D Alert, Vol. 15, No. 1. https://eric.ed.gov/?id=ED559627

q2 · i? · qualitative · r1

Observation-based finding from the four-school case study: teachers look at evidence regularly, use technology-based programs with formative-like assessments and ongoing performance data, and hold individual student conferencing to help students master skills before final assessment. Principals report their schools improved substantially in formative assessment use over recent years.

"Although she found that none had yet undergone extensive training in formative assessment practices, the schools' focus on equity and supporting individual needs was leading teachers to apply elements of formative assessment."

Discussion¶

Related Claims¶

• Contingent scaffolding improves learning more than fixed or absent support. — the general claim this finding bears on, with the studies behind it
• Equity as a core value is the first distinguishing finding that drives personalization of student learning in these schools — a broader claim this one bears on
• ePortfolio produced more powerful outcomes when faculty and staff received extended intensive professional development than brief training or none — related
• Strong personalized student supports tend to accompany strong freshman course performance but may not be essential — related
• Teachers see high workload, habits, low-quality data and skills, and predisposition as the main constraints on data-informed analysis, and none regularly collect teaching data — related
• Teachers used student perception data to shift lesson design, modify norms, and target personalized intervention, but heavy workload inhibited data integration — related
• Three-year formative assessment training improved teachers' eliciting and interpreting skills, leading to better student learning — related