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Research proves that formative assessment strategies like higher-order questions and increased wait time increases student engagement. Read our latest blog post.
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Scooped by Ana Cristina Pratas |
Scoop.it!
Ana Cristina Pratas's insight:
When investigating their data-based problem-solving approach to instruction, Jones and Krouse (1988, Teacher Education and Special Education, 1(1), 9–19) found that students in the experimental classrooms showed lower rates of off-task behavior. Again, this approach encourages students and teachers to collect data on student learning, develop hypotheses to explain obstacles, and make changes to instruction and learning to address the obstacles and reexamine student progress.
In a research synthesis examining the relationship between classroom evaluation practices and student outcomes, Crooks (1988, Review of Educational Research, 58(4), 438–481) reported similar findings for the use of higher-level questions and student interest. More specifically, Crooks (citing Rosenshine & Stevens, 1986) suggested that the use of questions to actively engage a high percentage of students may explain the positive relationship that is generally found between increased use of classroom questioning and student achievement. The author suggested that to obtain the full benefit, classroom questions should be directed to as many students as possible.
I'd like to go on the record in encouraging federal, state, district, and school level decision makers to make certain that your teachers are involved in and understand the creation of formative assessments that matter. If you force something on them from on-high, like most other things that relate to human beings, you create an oppositional atmosphere where the hostility has to be overcome before the changes can be put into play.