Baraboo's Original Formative Assessment Model

 

 With our model, two learning partners, the mentor and the new teacher, work through collaborative inquiry processes to enhance teaching practices.  Our model includes an innovative module of "facilitated instruction," to provide embedded practice of the instructional strategy.  With the research-based instructional strategies as their guides (elements), through reflective practice, goals will be established and work on side by side, to improve student learning.  Self-assessment measures are built into the model through rubrics.
 

 Our Formative Assessment Model is...

  • Based on the Wisconsin Educator Standards
  • Research-based by using Dr. Marzano's Nine Instructional Strategies 
  • Framed around Danielson's Enhancing Professional Practice 
  • Built on collaborative inquiry and collegiality

  • Effective in enhancing teaching practices

     

    •
    Dr. Marzano's Researched-based Instructional Elements
    Meets Wisconsin Standards for Teacher Development: 1, 3, 4, 7, 8, 9 and 10    

     

     

     

    Pre-Conference

    The new teacher chooses an element and a subject area in which they feel this instructional strategy would work best and improve student learning. 
    The learning partners will reflect on their current practices and self-assess themselves before the embedded coaching and observing begins.

     Observation A

     Classroom visit notes will be specific, descriptive
    and nonjudgmental evidence gathered on the element.

    Facilitated Instruction
     
    Application...Reflective...Feedback...Coaching...Experimentation

    The learning partners will work collaboratively through this time of embedded coaching and practice.
    They will explore the use of the instructional strategy, or obtaining further training, or use a variety
    of other innovative ideas.  
    The Strategy Seminar brings all learning partners working on this strategy together for deeper learning of the element and sharing of our work.

     

     Observation B

    Data collection will be in the same setting and on the same element.
    Evidence gathered will be used to compare to Observation A.

     Post Conference

    Reflection will be based on assessing the evidence from the beginning practice (Observation A) to the accomplished practice (Observation B).  Feedback on the formative assessment process will be based on the set goals and analysis of the evidence collected from the teacher's practice and the students learning.

    The rubric will be used again to assess learning after proceding through the formative assessment model.  The rubric is used to compare the teacher's understanding and use of the element, from when the cycle began to the final learning stages of the formative assessment cycle.  Conversations will be focused on how the students' learning has been influenced by the impact of using research-based instructional strategies. 

     

    Last Updated: