Enhancing Formative Assessment Practices Through Collaborative Professional Learning Communities: The Impact of a Multiyear Professional Learning Program

• In Event: Thursday Roundtable Session 9:00 am
  In Roundtable Session: Assessment Practices: What Really Counts? (Table 37)

Abstract

This research study examines the impact of the Formative Assessment for Michigan Educators (FAME) Program and participation in Professional Learning Communities (PLCs) on teacher learning about formative assessment. Utilizing a mixed-method approach, the researchers analyzed quantitative data from surveys and qualitative data from open-ended survey questions and interviews to understand changes in teachers’ formative assessment knowledge and skills. This paper explores the effect of the multi-year professional learning program on formative assessment practices for educators working in different content areas and grade levels. Findings highlight the significance of collaborative PLCs as valuable forums for teacher learning and emphasize the role of a clear framework for formative assessment content in fostering meaningful professional growth.

Authors

• Tara Miyoko Kintz, Michigan Assessment Consortium

• John L. Lane, Michigan State University

• Margaret Turner, Michigan Assessment Consortium

• Edward D. Roeber, Michigan Assessment Consortium