Renewing Education Through Collaborative Professional Learning: Enhancing Formative Assessment for Equity and Justice

• In Event: Innovative Pathways in Education: Collaborative Learning and Affective Practices for Equity and Justice

Abstract

This study explores how the Formative Assessment for Michigan Educators (FAME) Program and Professional Learning Communities (PLCs) enhance teachers' understanding and use of formative assessment, supporting educational renewal for equity and justice. Using a mixed-method approach, researchers analyzed quantitative survey data and qualitative insights from open-ended questions and interviews to evaluate changes in teachers' knowledge, skills, and efficacy. The paper examines the impact of this multi-year professional learning program across various content areas and grade levels. Findings highlight the importance of differentiated professional learning, collaborative PLCs, and a structured formative assessment framework in fostering significant teacher growth and advancing educational equity.

Authors

• Tara Miyoko Kintz, Michigan Assessment Consortium

• John L. Lane, Michigan State University

• Edward D. Roeber, Michigan Assessment Consortium