Harnessing Formative Data for K-12 Teachers

Stepan Mekhitarian is Director of Innovation, Instruction, Assessment & Accountability at Glendale United School District, California.

Foreword by Jason Green and Tiffany Wycoff

Preface

Acknowledgements

About the Author

Part I: The Need to Reevaluate How We Use Data in the Classroom

Introduction: Changing Instructional Data Considerations






Advancements in Technology Changing Formative Data Use



Loss of Consistent Summative Data from Previous Academic Years



Concerns about Data Reliability Due to Increased Remote Assessment



Concerns about "Learning Loss" during Distance Learning

Chapter 1: Your Classroom’s Vision and Beliefs






Assessing Your Classroom Vision



Reflecting on Your Beliefs About Student Learning and Your Role



Where Formative Data Fits In



Key Takeaways

Chapter 2: The Impact of Formative Data on Student Success






Formative Data Fosters Students’ Growth Mindset



Formative Data Informs Instruction



Formative Data Facilitates Differentiation and Promotes Equity



Key Takeaways

Part II: Effective Formative Data Use in the New Classroom

Chapter 3: Maximizing the Effectiveness of Formative Data






How Actionable is the Data You Are Gathering?



How Timely is the Data You Are Gathering?



How Much Data Do You Need?



Key Takeaways

Chapter 4: Using Instructional Technology to Effectively Address Formative Data






On-the-fly Formative Data for Whole Class Instruction



Formative Assessments for Differentiated Learning



Key Takeaways

Chapter 5: Building Student Capacity Through Formative Data






Digital self-assessment rubrics



Self-selected small groups



Self-monitored digital success trackers



Key Takeaways

Chapter 6: Analyzing Formative Data Collaboratively to Identify and Celebrate Best Practices






PLCs



Peer Observations – in-person and virtual



Teacher-led Professional Development



Success Celebration Events



Key Takeaways

Chapter 7: Innovative Learning in the New Classroom






Re-envisioning Learning for All Students



Reflecting on the Focus on Summative and Formative Assessments



Preparing Students to be Lifelong Independent Learners



Key Takeaways

Conclusion

References

Index