What if we knew beyond a shadow of a doubt that a particular practice would increase student learning in a profound way? What if this practice had no price tag and was readily available to teachers at all sites? What if we already had time set aside in our calendar to devote to this practice? This exists: we know what to do, it costs us nothing, and we have time set aside to do it.
The practice I am talking about is the powerful practice of developing and giving a common formative assessment, and then analyzing the collected data in Professional Learning Communities.
A Snapshot of How This Might Look in Practice:
My PLC teammate and I meet to discuss what we will be teaching and assessing coming up. We agree to focus on the Prioritized Learning related to creating a strong argument with text evidence.
We agree on a formative way to assess this skill: we’ll both use an outline format called a fishbone analysis. We decide how we're going to score it using the Proficiency Scale that aligns with the Prioritized Learning.
Individually, we both teach the lesson, give the assessment, and score our students' work.
Individually, we look for trends (areas of student success, student struggle, pockets of students who have excelled, pockets of students who seem to have really struggled, etc). Then, we each collect a high, medium. and low example of student work to bring to a future PLC meeting.
Together, we bring our student work to the table and analyze collective trends using our Proficiency Scale.
We create a reteaching and reassessment plan, as well as decide how we're going to continue to challenge those students who have already found success.
We repeat the process. Focusing on the plan created in 'Step F', we loop back to 'Step G.' Eventually. we bring student work back together again and look for new trends, improvements that still need to be made, or additional needs that have arose. The cycle continues until the whole class has mastered this Prioritized Learning and/or until the course comes to a close at the end of the year (or semester, in some cases).
Using and analyzing common formative assessments in this way is a research-affirmed practice. PLCs who engage in this practice consistently see higher student achievement and less of an achievement gap in their classes.
If your PLC is beginning this journey or deepening your practice and would like support, please reach out to any member of the secondary Curriculum and Instruction team. We’d love to help support your work!
This post brought to you by Heather Willman, APOSA overseeing Secondary Curriculum and Instructional Coaching
Enjoy our Blog!
Members of the Secondary C&I team weekly post useful tools, tips, and tricks to help you help students.