Planning, Practice and Reflection

Exploring the cycle that promotes effective use of the formative assessment process


When implemented effectively, the formative assessment process has the potential to double the rate of student learning (e.g., Wiliam, 2007). While there is increasing agreement on the benefit of the formative assessment process, further clarity is needed on what effective implementation of the formative assessment process looks like in the classroom and how to best support educators as they develop and deepen their practice.

In this ALN session, we will explore the cyclical relationship of planning, practice, and reflection as teachers learn about and implement the formative assessment process. Specifically, we will present intentional approaches to planning for the formative assessment process in the disciplines, the key to deliberate practice to enhance instruction, and approaches to reflection based on individual and collective inquiry. This session will also include practical examples from the classroom and connections to ambitious teaching to support educators in realizing the promise and potential of enhanced student learning outcomes through the enactment of the formative assessment process.  Assessment experts and consultants, supplemented with educators and student perspectives, will come together to share key practices and mindsets that enhance teacher learning and promote student ownership.  .

Framing Questions

  1. What does effective implementation of the formative assessment process look like in the classroom?
  2. How does the cyclical relationship of planning, practice, and reflection promote the effective implementation of the formative assessment process?
  3. What can we learn from disciplinary specific classroom examples of the practical implementation of ambitious teaching and the formative assessment process?

Presenter: Tara Kintz

Tara Kintz, Ph.D., works as Research Associate for the Michigan Assessment Consortium on education initiatives to promote student-centered learning and assessment literacy. Tara has a background of over 25 years working in education as a teacher, instructional coach, administrator, facilitator of professional development, and researcher. Kintz’s work focuses on balanced assessment, social contexts of teaching and learning, student engagement, educational leadership, and professional learning to promote equity in schools. She is currently working on research and the development of resources to give educators the tools they need to effectively implement the formative assessment process.

Presenter: Margaret Heritage

Margaret Heritage is an independent consultant in education. For her entire career, her work has spanned both research and practice. In addition to spending many years in her native England as a practitioner, a university lecturer, and an inspector of schools, she had an extensive period at UCLA, first as principal of the laboratory school of the Graduate School of Education and Information Students and then as an Assistant Director at the National Center for Research on Evaluation, Standards and Student Testing. She also served as Senior Scientist at WestEd. Her current work centers on formative assessment, including how formative assessment supports regulatory processes and contributes to educational equity goals.

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