Critical Issues in Formative Assessment NCME conference, April 2013, San Francisco, CA.
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Transcript of Critical Issues in Formative Assessment NCME conference, April 2013, San Francisco, CA.
Critical Issues in Formative Assessment
NCME conference, April 2013, San Francisco, CA
Q1: What theoretical questions are most important to address for moving the field of formative assessment forward?
Dylan Wiliam
Theoretical questions3
Need for clear definitions So that research outcomes are commensurable
Theorization and definition Possible variables
Category (instruments, outcomes, functions) Beneficiaries (teachers, learners) Timescale (months, weeks, days, hours, minutes) Consequences (outcomes, instruction, decisions) Theory of action (what gets formed?)
An inclusive definition…4
An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers, to make decisions about future instruction that are likely to be better, or better founded, than the decisions that would have been taken in the absence of that evidence.
Q2: What empirical research is most needed to support the further development of formative assessment theory and practice?
Dylan Wiliam
Empirical research questions6
Accounting for current variation in empirical outcomes in terms of theoretical clarifications
Experiments with formative assessment programs Experiments have to be large
Clustering Magnitude of educational effect sizes
Fidelity of implementation Intention to treat vs. received treatment analyses
Need to broaden what counts as evidence
Q3: What factors are most central to the successful implementation of formative assessment on the large scale called for by the Common Core State Assessment Consortia?
Dylan Wiliam
Implementation questions8
Articulation with other policy priorities Teacher evaluation frameworks (Marzano, Danielson) Differentiated instruction Response to (instruction and) intervention
Policy environment Teacher pre-service education Commitment to continuous improvement
District-level policies that require all teachers to improve Improvement focused on evidence-based practices
Focus