Teachers are constantly collecting data.
1. I teach a concept. I see puzzled faces. I respond by switching the mode of presentation (ex. from oral to visual).
2. I collect student work. I notice considerable gaps in my students’ learning. I respond by creating an activity for the next class day with flexible groups tiered by readiness.
I’m intrigued by this phenomenon. Although it was a long time ago, I’m pretty sure that “responding to formative data” wasn’t a topic of study in any of my methods classes. So, how do teachers develop this menu of options to meet the needs of their learners?
For me, mostly through intuition and trial and error.
In this age of teacher evaluation tied to student growth, we cannot allow intuition and trial and error to drive our instructional decisions. How can I develop a menu of options to guide my decisions?
James Popham in his book, Transformative Assessment in Action: An Inside Look at Applying the Process (ASCD, 2011), he suggests several categories of responses to formative data:
A. Immediate instructional adjustments based on assessed performance
B. Immediate instructional adjustments based on student-reported understanding
C. Near-future instructional adjustments
D. Last-chance instructional adjustments
E. Students’ learning tactic adjustments
F. Classroom climate shifts
In response to this perceived gap in knowledge, I’ve created a wikipage of types of formative data teachers collect and possible ways a teacher might respond to it:
I’d love to add to this list. Please write your additions as comments to this post.