Formative assessment is one the greatest gifts you can give your students. The research is clear–formative assessment helps kids learn. Here are screenshots from a recent lecture I gave students. These slides reference the research of Paul Black and Dylan Wiliam. 

Unfortunately, formative assessment is not done enough. I believe that part of the problem is that teachers simply don’t know enough about it, or how to do it. I was unclear on both of these counts a decade ago. It makes me sad to think of all the students who matriculated through my class before I became aware of this powerful tactic. 

Hopefully, this episode will inspire and enlighten you. I finally have students joining me once again.  Aurora Dollins, Brianna Pasco, and Alex Staton are students in my Assessment class at Muskingum University. I love interviewing Education majors because they have a unique perspective. They get what it’s like to be a student, but they are constantly evaluating how they will utilize approaches and tools once they become instructors. 

Aside from the ideas of these awesome young women, I want to offer additional help in your quest to craft engaging and relevant formative assessments, Here’s an outstanding link to a slide presentation created by David Wees which includes 56 ideas for formative assessment. 

Episode Template

The Problem:

Formative assessment is not utilized enough. 

The Solution:

Start including formative assessments with each unit you teach.

What you can do Tomorrow:

• Search David Wees’ link for an engaging and relevant option.
• Try it.
• Debrief students and gameplan on how you can improve.

Formative assessment is backed by research. Your challenge is to make it engaging and relevant.  

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My new book Teaching in Magenta aids teachers in the creation of deep well-being and profound joy. My Path 44 describes a method to gain some peace and perspective in the midst of a hectic day:

Path 44

It was late March in Ohio. My wife and I were on spring break, and the weather was beautiful. We decided to take a hike, and as Roberta Flack once sang, “Watch winter turn to spring.” It was invigorating. It reminded me of one year when I had my planning period the last period of the day. On days when it wasn’t raining or snowing or below freezing, which describes a lot of days in Ohio, I would leave school and walk to our stadium. I would then stroll one lap around the track. After my lap, I’d return to my room and be productive. It was awesome. I’m going to start doing that again. Today, carve out fifteen minutes to leave the institutional atmosphere of the school and energize yourself outside.

Today, I’ll interview someone who couldn’t agree more. In fact, she wrote a book about obtaining this tranquility and clarity.

Dr. Dorothy VanderJagt and I have recently become friends. Dorothy is veteran educator from the great state of Michigan. She’s been a middle school teacher, an elementary principal, a central office administrator, and a college professor. That’s, a lot of perspective. 

Two months ago, her brand new book Permission to Pause was released. Her timing was perfect. This book will help discombobulated teachers get their bearings and evolve into a state of well-being. While her timing on releasing this book is perfect, it’s worthy COVID or not. Dr. Dorothy wants teachers to pause and reflect. I’m a big fan. In this episode, she’ll tell you why it’s important to pause and reflect and how you can do it! 

Ask yourself these questions:

Now that school has started, do I feel overwhelmed?

Do I find my mood impacting interactions with my family and students?

Am I not doing as good a job on any one thing because I’m pulled in so many directions? 

If you answered yes to any of those questions, Dr. Dorothy’s book is available for a house call.

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