Topics in the EmpowerED Assessment strand support schools and systems in buildings a comprehensive assessment framework that supports all learners in the system.

 

 

 

The Formative Assessment Process in Action

 

Formative assessment is a process not a product!  Nationally, formative assessment has been misunderstood; ineffective formative assessment implementation has required more testing and scoring of tests that don’t give a window into students’ thinking or understanding.  Teacher leaders will learn how to develop transferable, criteria-based tasks to support next generation learning outcomes. Our formative assessment model puts students at the center of the learning. We partner with students in learning so they are empowered to:

 

   ▪ Know where they are going in terms of their learning        

   ▪ Know where they are at in their learning
   ▪ Know what next steps to take to reach their learning goals

 

 

Performance Assessment in Action

 

Our performance assessment model simulates the learning process. Our model can be replicated across content areas and is directly tied to college and career readiness standards. Performance-based assessments require students to apply knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to them. Performance assessment tasks involve students in constructing various types of products and performances for diverse external audiences. This type of assessment provides teachers with information about how a child understands and applies knowledge in a real world setting.

 

 

Engaging ELLs in Formative Assessment

 

Our ELL formative assessment model provides practical research-based strategies and tools for assessing and teaching even the most hard to reach English language learners across the content areas. Our model emphasizes the formative assessment process and supports teachers in learning how to differentiate formative assessment based on language acquisition levels. These tools have proven to be effective with ESL students at all levels, including Long Term English Learners (LTELs). Rachel Syrja, a partner consultant and ELL expert, developed our model based on her book, Reach and Teach ELL’s: Effective Strategies and Assessment for English Language Learners.
 

 

Power of Peer & Self Assessment

 

Research indicates that self-assessment is crucial to improved learning. Self-assessment encourages students to set higher learning goals and provide greater effort to their learning. When properly implemented self and peer assessment gives teachers reliable information about student learning that supports teachers and students in creating optimal conditions for learning.
 

 

Making Learning Personal with E-Portfolios

 

Over the last eight years, there has been a decline in the use of paper portfolios in schools, perhaps due to the dominance of high stakes standardized testing, even though the integration of technology has boomed. Our e-portfolio model focuses on formative, classroom based assessment for learning, which prior research from Black and Wiliam (1998) has shown to be the best way to improve student learning.

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The Core Collaborative

Tel: 619-432-CORE (2673)