Using Evidence to Inform Instruction
Formative assessment is the lived, daily embodiment of a teacher's desire to refine practice based on a keener understanding of current levels of student performance, undergirded by the teacher's knowledge of possible paths of student development. (from the NCTE Position Statement "Formative Assessment that Truly Informs Instruction")
Whether you are a classroom teacher looking for ideas or responsible for leading professional learning on formative assessment, we invite you to learn from and with the thousands of educators willing to share their practices as part of the NCTE community.
As society and technology change, so does literacy. How do we support our students in comprehending today's complex literary and informational texts independently and proficiently?
We remain committed to focusing our resources on supporting teachers and teams as they take up questions like these—informed by classroom reflections and research.
Literacy as a Shared Responsibility
“As we move beyond earlier notions of “reading and writing,” the boundaries between literacy processes blur, and responsibility for supporting literacy learners expands to include educators across all disciplines.” (from K Williamson blog “Responding to Shifting Literacies”)
School systems that demonstrate consistent improvement are those where the educators learn with and from one another to strengthen teaching and learning. “Collective capacity” is the “hidden resource” most often neglected in schools. (Michael Fullan, 2010)
The key question we must ask ourselves is—What professional learning practices will we work to strengthen, in order to have a greater impact on student achievement?