If competency is the goal, formative assessment is the pathway.
In a competency-based system, formative assessment is not a strategy; rather, it is the engine that drives learning forward. This virtual session explores how educators can intentionally elicit, interpret, and respond to evidence of student thinking to support progress toward competency.
Participants will examine the role of feedback, self-assessment, learning progressions, and performance assessment in building student ownership and increasing rigor through thinking—not just task completion. Particular attention will be given to how authentic and performance-based opportunities can serve as rich sources of formative evidence, helping educators and students better understand learning in progress rather than simply judging learning at the end. Practical routines and tools will be shared to support immediate classroom applications.
Framing Questions:
- If competency is the goal, what kinds of evidence do educators need to gather during learning—not just at the end of learning?
- How can formative assessment and performance assessment work together to provide richer evidence of student thinking, transfer, and application?
- How can formative assessment practices shift classrooms from task completion and compliance toward deeper thinking, ownership, and continuous growth?
- In what ways can feedback, self-assessment, and learning progressions help students better understand where they are in their learning, where they are going, and how to move forward?
Presenter: Ellen Vorenkamp
Dr. Ellen Vorenkamp is a seasoned expert in balanced assessment systems, the formative assessment process, student engagement, developing high-quality summative assessments, and the implementation of a guaranteed and viable curriculum. Her extensive experience includes over 25 years of consulting, focused on helping educators build assessment literacy and implement practices that support equitable student learning. Her work also includes developing professional learning resources, such as facilitation guides, learning tools and articles.
As a leader with the Michigan Assessment Consortium (MAC), Ellen has coordinated the numerous learning opportunities and programs that guide educators in integrating balanced assessment practices into everyday instruction.
With her experience presenting at state and national conferences and her role as a Lead Coach for the Formative Assessment for Michigan Educators (FAME) initiative, Ellen is well regarded for her practical insights and commitment to advancing assessment literacy. Her dedication to balanced and thoughtful assessment practices makes her an asset to any advisory group focused on improving educational outcomes for all students.
Presenter: Jessica Winstanley
Jessica Winstanley is an instructional coach and professional learning specialist for Portage Public Schools and a FAME lead. With a background as an elementary classroom teacher and K–12 technology integration specialist, she brings a systems-level perspective to strengthening instructional and assessment practices. Passionate about learning, Jessica partners with district leaders and educators to build systems and practices that support continuous improvement and meaningful growth for both teachers and students.
Presenter: Jianna Taylor
Jianna Taylor is the Lead of K-8 ELA reviews at EdReports. She is responsible for growing and improving the support for the ELA work at EdReports, including the content review teams. Most recently, she was the ELA, MTSS, & School Improvement Consultant for the West Bloomfield School District, where she worked to help teachers be the best they could be for their students. Before that, she was a middle school English and Spanish teacher. Jianna earned her undergraduate degree in teaching from Oakland University and her master’s degree from the University of Michigan-Ann Arbor. She also has a post-master’s certificate in literacy coaching from the University of Arkansas at Little Rock. In her spare time, she likes to read, exercise, and watch her daughter ride horses.
Presenter: Ryleigh Scott Weeks
Ryleigh Scott Weeks is a high school English teacher at Grand Ledge High School. In her classroom, she focuses on student-centered instruction and assessment to improve engagement and growth. She has also worked with the Michigan Assessment Consortium for several years as a project assistant, supporting professional learning around assessment, feedback, and grading practices. Ryleigh brings a classroom-based perspective and is passionate about implementing learning experiences that are rigorous, supportive, and meaningful for students.
