The rising educator measures student growth and plans appropriately by strategically selecting, using, and reflecting on a variety of formative assessment tools while teaching. The rising educator uses evidence of student learning to improve teaching and learning by individualizing next steps accordingly.
Researcher Laura Greenstein sums up a professional consensus on formative assessment, which is rooted in three significant concepts:
Frequent opportunities for teachers to identify student progress and provide feedback are at the heart of formative assessment. Formative assessments are used to capture snapshots of students' knowledge or skill at particular moments. There are many ways that teachers generate these snapshots of how their students are doing to track their progress.
Some aspects of effective formative assessment strategies include:
This micro-credential focuses on minute-to-minute, short-cycle formative assessment. While teaching, rising educators will provide immediate, targeted instructional support to students during a learning experience. Essentially, they take snapshots of where their students are, and use that data to make choices about how to help their students move forward.
Rising educators should:
It is recommended that the lesson or learning experience you will spotlight for this micro-credential submission take place with a group of learners with whom you have worked for a sustained period. This way, you can draw upon the relationships and rapport you have cultivated with the learners.
The featured lesson or learning experience in the micro-credential submission should be planned for least one or two days in advance of its implementation. This submission includes a video of you using formative assessment strategies while working with a small group of students.
Here are some examples of questions you should consider when planning this micro-credential submission:
It is recommended that you prepare, deliver, videotape, and reflect on more than one lesson, learning experience, or small-group interaction before selecting and submitting the lesson plan and video excerpt of the plan in action that best represent skilled practice in using formative assessment.
You are strongly encouraged to write a first draft of “Part 3: Reflection” within one day of teaching and videotaping the lesson. Capturing fresh memories and insights is important, and it mirrors how skilled educators have to move quickly to reflect on teaching experiences and immediately move forward.
This micro-credential is aligned to the following Educators Rising Standards:
II. Learning About Students
III. Building Content Knowledge
IV. Engaging in Responsive Planning
V. Implementing Instruction
VI. Using Assessment and Data
VII. Engaging in Reflective Practice
To complete the application for this micro-credential, the rising educator will complete the Educators Rising Formative Assessment submission form. To earn the micro-credential, the rising educator must earn a score of “Highly Skilled” or “Commendable” on all components of the Part 1, 2, and 3 rubrics. If the rising educator does not earn the micro-credential, he/she is encouraged to reflect on where the submission fell short, address those areas successfully per the rubric, and resubmit. Remember to download the Educators Rising Formative Assessment submission form for compiling your submission here:http://bit.ly/EdRisingFormAssess
Submit an unedited video, no shorter than four minutes and no longer than six minutes in length, of you implementing formative assessment strategies while working with a small group (no fewer than two and no more than six students). The video must clearly show you implementing formative assessment strategies as an educator, and the spoken words in the small group must be clearly audible.
To maintain student privacy, we recommend pasting the link to an unlisted YouTube video of your teaching in the submission form. The video will be used by Educators Rising exclusively to score your micro-credential submission, and it will not be shared publicly.
Compose a reflective essay using the following guiding questions (500-word maximum; use the provided submission form).
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