Formative evaluation is among the very best methods to increase trainee learning and boost teacher quality. But effective formative evaluation is not part of most classrooms, mostly due to the fact that teachers misunderstand what it is and do not have the required abilities to execute it. In the updated 2nd edition of this useful guide for school leaders, authors Connie M. Moss and Susan M. Brookhart specify developmental assessment as an active, continuous procedure in which instructors and trainees collaborate– every day, every minute– to collect proof of learning, always remembering three guiding concerns: Where am I going? Where am I now? What technique or methods can help me get to where I require to go? Chapters focus on the six interrelated components of developmental evaluation: (1) shared learning targets and requirements for success, (2) feedback that feeds discovering forward, (3) trainee self-assessment and peer evaluation, (4) trainee personal goal setting, (5) strategic instructor questioning, and (6) student engagement in asking effective questions. Using particular examples based upon their substantial work with teachers, the authors provide – Strategic talking points and discussion beginners to attend to common misconceptions about developmental assessment; – Practical class techniques to show teachers that cultivate trainees as self-regulated, assessment-capable students; – Ways to model the elements of formative evaluation in conversations with teachers about their expert learning; – “What if” scenarios and guidance for how to handle them; and – Concerns for reflection to evaluate understanding and development. As Moss and Brookhart stress, the objective is not to “do” formative evaluation, but to welcome a significant cultural change that moves far from teacher-led direction to a collaboration of intentional questions in between student and teacher, with better mentor and learning as the outcome.
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