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Volume 5: October 17-31, 2018      Visit Website      E-mail NASCENT

Doing formative assessment together

A key aspect of teaching that TCs can practice early on is formative assessment (FA)—gaining insight into student thinking or perceptions and using this information to inform instruction. Since TCs and students have started building relationships and are settling into routines and content, now is a great time to discuss different methods of FA and try them out. You'll find tips for doing so in this newsletter!
QUICK POLL: 

What's your go-to method of formative assessment? Click one of the options below to vote!

- Talking with students

- White boards

- Hand signals

- Exit tickets
Mentors & TCs: Experiment with FA
Now is a great time to discuss different methods of FA and try them out. Consider doing the following:
  • Discuss what the TC is learning in their methods and assessment courses; what could you try together to gain even more insight into student thinking?
  • Aim to try 3 different methods of FA over the next few weeks (e.g., talking with students, whiteboard work...).
  • TCs: Find patterns in student responses. (See the next section for more.)
  • Together: Discuss patterns and possible instructional changes.
The button below links to additional tips for analyzing student work together.
See more about analyzing work
TCs: Try out a method of FA
Building on conversations with your mentor, experiment with one form of FA. (Eliciting conversations or pressing for reasoning with small groups of students can be good places to start.)

Use the tool below to analyze patterns in student responses. Share these with your mentor and discuss 1) how to respond instructionally and 2) the design of your assessment—how well were you able to access what students know and are able to do? Refine your assessment design and try again!
Use this analysis tool
Trajectory column: What to focus on now
1. Getting to know students and the school ecosystem
- TCs, meet with counselors and/or specialists about how to best serve specific students in your classes.
2. Planning
- Mentors and TCs, select an upcoming lesson (or part) to co-plan.
3. Teaching
- Mentors, "pre-brief" with your TCs before a lesson to direct their attention toward a specific part of your teaching (something they could learn from, or that you would like to think more about together).
- Mentors and TCs, co-teach the lesson (or part) you co-planned.
- TCs, select a specific part of teaching that you would like to receive feedback on from your mentor.
4. Assessment
- TCs, try a method of formative assessment, analyze student responses, and revise and retry.
Explore Oct-Nov trajectory
TEP Announcements

What's happening in math methods? TCs are learning how to develop unit plans using backwards planning, while also aligning objectives, assessments, and learning activities.

What's happening in science methods? TCs are studying how to circulate in the classroom during activities and press students to reason together more deeply about the science.

What's happening in Working in Schools? TCs have been learning about the context of schooling by researching their placement schools. In addition, they are practicing their ability to develop relationships with students by exploring the reasons behind student learning behavior, with the goal of translating increased understanding into more effective curriculum, instruction, and assessment for all students.

What's happening in Classrooms for All? TCs are focusing on classroom management, exploring topics such as culturally responsive classroom management and restorative justice. Candidates are focusing on foundational theories on behavior and classroom management and making connections to their emerging practice.






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