Conference Countdown
Houston, Tex.
March 21-23, 2015
  • membership
  • my account
  • help

    We are here to help!

    1703 North Beauregard Street
    Alexandria, VA 22311-1714
    Tel: 1-800-933-ASCD (2723)
    Fax: 703-575-5400

    8:00 a.m. to 6:00 p.m. Eastern time, Monday through Friday

    Local to the D.C. area, 703-578-9600, press 2

    Toll-free from U.S. and Canada, 1-800-933-ASCD (2723), press 2

    All other countries (International Access Code) + 1-703-578-9600, press 2

  • Log In
  • Forgot Password?

 

Share
2015 ASCD Annual Conference and Exhibit Show

70th ASCD Annual Conference and Exhibit Show

March 21–23, 2015, Houston, Tex.

Discover new ideas and practical strategies that deliver real results for students.

 

Permissions

ASCD respects intellectual property rights and adheres to the laws governing them. Learn more about our permissions policy and submit your request online.

Policies and Requests

Translations Rights

Books in Translation

You must be an ASCD member or subscriber to view this content.

To view this article,

March 2014 | Volume 71 | Number 6
Using Assessments Thoughtfully Pages 28-32

Formative Assessment in Seven Good Moves

Brent Duckor

By listening carefully to what students say and thinking deeply about how to better guide them, teachers can become accomplished formative assessors.

The research is clear: What teachers do in their classrooms matters. But which practices really make a difference? John Hattie (2012) conducted an extensive meta-analysis, looking at 800 meta-analyses that focused on locating a specific student achievement outcome and identifying an influence on that outcome. Formative assessment topped his list of the most influential practices that improve student outcomes.

What makes formative assessment so effective? It depends on whom you talk to. Although experts tell us that formative assessment is one of the most powerful ways to raise student achievement (Black & Wiliam, 1998), we don't always know which practices are most effective, when to deploy them, and why a particular combination actually worked for a particular student in a particular classroom. We often hear that the best feedback practices must be specific, addressable, timely, ongoing, and content-rich (Wiggins, 2012). But many beginning teachers and administrators don't have a clear idea of what these terms mean.

 

You must be an ASCD member or a subscriber to view this content.

Log in to read the full article.