We invite you to explore the agenda for our first ever Assessment for Learning Conference. You can begin building your individual schedule in person at the conference. We look forward to seeing you in San Diego!
Limited Capacityfull Adding this to your schedule will put you on the waitlist.
When students learn to use evidence on a daily basis to assess the status of their learning, agency begins to drive learning forward. When students learn from one another as they construct knowledge and skills through discourse and peer feedback, this individual agency becomes the powerful force of collective agency. Through formative assessment, students learn skills such as recognizing and using evidence to support their own learning and that of their peers, creating increased competence, capacity and collaboration. In this way, formative assessment is an engine for student agency. In this session, we'll explore, through images and words, what students do differently as they engage with formative assessment, shift their learner identities and move towards autonomy and agency. And we’ll explore how formative assessment is both challenging and rewarding for teachers as they re-envision how students learn.
Nancy’s work centers on enlivening adult learning through using formative assessment constructs to improve teacher learning – in other words, engaging teachers in using evidence of their current practice to build on their strengths and explore next steps in their own learning... Read More →
Barbara Jones is a Professional Learning Specialist for WestEd. She brings expertise in areas related to formative assessment, culturally and linguistically responsive instruction, Indigenous education, and professional development. Jones’ work centers around providing technical... Read More →
The core of formative assessment practice is that both teachers and students gain skills to elicit, interpret and use evidence as learning takes shape. What skills must shift for teachers and students to elicit, interpret and use evidence? They both learn new ways to make thinking visible, they both learn how to support new cultural conditions that focus on safety, trust and relationships that create high expectations, and they both learn strategies for metacognition and self-regulation. Participants will explore evidence practices through reflections on student work, videos of students engaging with evidence of learning with one another, and how classroom structures support the ability for teacher and students to make sense of evidence during a lesson.
Formative assessment in the words of an LPS student, means “that you can always grow and you have the opportunity to grow.” But when belonging or trust are low, formative assessment and feedback may be experienced as confirming a stereotype or attributing inferiority rather than supporting learning. LPS recognized educator equity consciousness and emotional resiliency as key competencies alongside technical formative assessment skills. They will share their learning journey to explore, understand and provide educators with integrated opportunities to grow across the three domains. They will share the Identity Safe Classrooms framework and how it has enriched and structured the work.
I'm an educator who is passionate about capacity building, fostering partnerships, and telling stories in learning spaces. I especially love listening and working with teens and adults, geeking out on digital media production, and making sure that schools are well-resourced! Ask me... Read More →
