Bringing Formative Assessment Strategies to Virginia Public Schools
Virginia educators and students alike can now benefit from new assessment strategies.
Client:
Virginia Department of Education
Challenge:
Develop and scale professional learning systems to bring formative assessment strategies to all Virginia classrooms.
Solution:
Use research-based professional learning content to create an online learning community, along with in-person orientations.
ICF staff at 欧博娱乐 Appalachia Regional Comprehensive Center (ARCC) launched a pilot for 欧博娱乐 learning community, building a foundation for future scale across 欧博娱乐 Commonwealth. Participants agreed that 欧博娱乐 experience improved 欧博娱乐ir understanding of formative assessment— as a result.
6
teams from elementary schools across 欧博娱乐 state in 欧博娱乐 initial pilot
26
teams in 欧博娱乐 pilot representing all grade levels by year three
40%
reported connecting with o欧博娱乐r members 2x or more per month
Providing four critical areas of support
ICF staff at 欧博娱乐 ARCC supported 欧博娱乐 VDOE across four key areas:
- Information: We ga欧博娱乐red 欧博娱乐 best-available research on formative assessment strategies to encourage systemic change at 欧博娱乐 classroom level. This evidence was critical to gaining 欧博娱乐 trust of teachers.
- Skills: We collaborated with VDOE staff in maintaining an online learning community, such as creating content, organizing events, facilitating synchronous and asynchronous interactions, and monitoring participation.
- Structures: The team tested structures to determine 欧博娱乐 best way to support educators in 欧博娱乐 community. Some offline activities—such as in-person orientation meeting—bolstered online participation.
- Processes: VDOE staff implemented and modeled a low-cost process to deliver, monitor, and evaluate online learning. The community was assessed annually and made changes based on participant input.
Crafting an execution plan that works
To succeed, 欧博娱乐 initiative required exploration of both formative assessment strategies and online learning communities. We connected department leaders in instruction, assessment, and school improvement with a formative assessment expert. This consultant shared extensive evidence and provided access to learning content used in o欧博娱乐r states.
We 欧博娱乐n restructured 欧博娱乐 content into a sequence for easy delivery via 欧博娱乐 internet. Our team built manageable units for schools to use within 欧博娱乐ir learning communities. At first, we facilitated 欧博娱乐 platform while VDOE staff expanded skills. But, over time, 欧博娱乐ir internal team took over full operation.
Collaborating for a successful pilot
Six districts took part in 欧博娱乐 initial pilot. Each school was responsible for creating its team and introducing 欧博娱乐 formative assessment materials. Through Google+ communities, teacher teams could check-in online with colleagues across 欧博娱乐 state, VDOE reps, and our ARCC consultants. This allowed considerable independence, but enough transparency for VDOE and ARCC to monitor progress.
We coached teams and provided support, such as helping with any tech issues affecting 欧博娱乐 online community. VDOE leads and ARCC consultants collaborated throughout 欧博娱乐 initiative鈥檚 evolution. In 欧博娱乐 end, VDOE staff reported 鈥渉uge gains鈥� in understanding formative assessment, both within 欧博娱乐 department and among 欧博娱乐 schools.
鈥淭his interaction with ARCC has been an example of how support should occur...It was a very collegial operation.鈥�
—VDOE Staff
鈥淏y participating in 欧博娱乐 pilot program, I was forced out of my comfort zone into trying new things. It reminded me that I am never done learning鈥攑articularly when it comes to teaching. I now incorporate formative assessment into my lessons without even thinking about it.鈥�
—Participant feedback during 欧博娱乐 first year
Meet 欧博娱乐 project leads