We believe the most important user of assessment information is the student.
The assessment information elicited and provided to students and student habits developed through the formative assessment process account for development of life-long learner agency.
Two decades of international research affirm significant achievement gains for students when formative assessment is used effectively by classroom teachers and by students as instruction occurs.
An investment in educators to learn to use the assessment practices that promote student learning is necessary if we intend to close achievement gaps that exist among student subgroups and support all students to meet career and college-ready standards.
How We Contribute
Formative Assessment for Michigan Educators (FAME)
FAME is the Michigan Department of Education’s unique professional learning program. Utilizing a learning team model, coaches are trained and encouraged to make a three-year commitment to the program.
MAC supports the FAME program with events coordination, program evaluation, and development of instructional materials that result from systematic action research conducted by our FAME Research and Development team.
ALN & MICIP
Assessment Learning Network (ALN) Events often bring focus to formative assessment. Our ALN resource library includes a growing set of published Learning Points and recorded Learning Moment videos on the the formative assessment process.
MAC also has contributed a set of tools to Michigan’s Mi Strategy Bank to help school leaders focus on the formative assessment process as they develop and monitor their MiCIP plans: The Formative Assessment Strategy Guide and Planning Tool also include links to professional learning resources.
Past Contributions
We participated since its inception in the Formative Assessment for Students and Teachers (FAST-SCASS), sponsored by the Council of Chief State School Officers (CCSSO). FAST-SCASS no longer is active, but their 2017 definition continues to guide the field.
MAC contributed to the national Hewlett-sponsored pilot of the Using the Formative Assessment Rubrics, Reflection and Observation Tools to Support Professional Reflection on Practice (FARROP) in 2017-18.
This group published a definition of formative assessment in 2006 and revised it in 2017. The definition articulates development of student agency and the importance of the teacher’s role in using formative assessment practice to benefit student learning.
Who Informs Our Work?
Margaret Heritage: A Learning Moment Video
Shifts from Assessment of Learning to Assessment for Learning
FAST-SCASS
Revising the Definition of Formative Assessment, CCSSO
FAME Research, Evaluation & Development Team
Accentuate the Formative, The Learning Professional.
To learn more about our Policy and Practice work, please contact Kathy Dewsbury-White at (517) 816-4520.
Our resource bank contains additional materials and resources to support educators in the effective use of assessment.