Post on 01-Jan-2016
Maximize the Impact of the
Collaborative Classroom:
A Return on Your Investment Virginia Department of Education’s
Training and Technical Assistance Center atVirginia Commonwealth University
www.ttac.vcu.edu
Why are we here?
According to Hattie (2009) providing formative evaluation has the greatest impact on student achievement (0.9). (Appendix B)
School leaders can impact student achievement when quality instruction is the focus.
The largest impact on teacher knowledge and/or behavior: observation of actual classroom methods, video/audio feedback and practice (Hattie, 2009, p.120).
Why are we here?
Build Common Understanding
Formative evaluation – ongoing data collection directly linked to the teaching and learning process (Wiliam, 2011)
Formative assessment/formative feedback/assessment for learning – “activities undertaken by teachers, and/or their students, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged” (Wiliam, 2011, p. 37)
Building Common Understanding
Formative Assessment
“Formative assessment is used to
describe the function that evidence
from the assessment actually serves,
rather than the assessment itself”
(Wiliam, 2001, p. 43)
So what?
What happens when
formative assessment is not
used to inform instruction?
What does this mean for students with disabilities?
Systematic formative evaluation procedures significantly increased student achievement for students with mild disabilities. (ES .70)
Students with mild disailities who are monitored systematically and IEPs are developed formatively over time will perform better than students not monitored in this way. (ES .70)
The use of data-evaluation rules raise the effect size to .90 or higher.
Fuchs & Fuchs (1986)
Self-reflection Activity
What beliefs, attitudes and practices do my
collaborative teachers need to implement
formative assessment effectively?
What infrastructure supports do
collaborative teachers need to be able to
work collaboratively effectively?
Providing feedback to teachers on what is happening is key so they can
self-question (p.181)
Where am I going with this approach? How am I going to make changes? Where should I go next to meet the needs of the learners?
Answers should be related to task, process, self-regulation, and self. (p. 177)
(Hattie, 2009)
Activity
As a group determine questions you could pose to the teachers to encourage self-reflection and formative feedback on the lesson you observed. CUPS
What would you want to see in the form of formative assessment?
References & Resources
Fuchs, L. S., & Fuchs, D. (1986). Effects of systemic formative evaluation: A meta-analysis. Exceptional Children,
53(3), 199-208. Hattie, J. (2009). Visible learning: A synthesis of over 800
meta- analyses relating to achievement. New York, NY: Routledge.
Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree Press.