Formative Assessment 

In chapter/unit 2 we outlined a big shift in the knowledge framework. We see a shift  from a top down knowledge flow to a lateral knowlege flow. This distributed model of learning also carries over to the formative assessment space.  In our Industrial model, formative assessment was exclusively the domain of the authoritative teacher. Students might occasionally exchange papers for grading, but that was done under the watchful eye and direction of the teacher. In this knowledge economy driven by connectedness, our students have vast virtual networks and familiarity with digital tools that empower them to be critical friends for those in their network. Leveraging these voices and minds for the greater good aligned and to support solid pedagogy and recursive feedback practice only makes sense. This will obviously be provocative for many, but in this knowledge producing economy these assets afford learners and leaders alike with un precedented opportunity to assemble and leverage mulitple perspectives to support the defined learning targets and outcomes. 

I recently had a discussion with an assessment leader in a district of 30,000 students. The intent of this conversation was to focus in on innovation and progressive practices including formative assessemtn tools and adaptive technologies. In short order we settled in on discussing learning targets and rubrics. On the surface not that innovative per se', but as we unpacked the nature of their work AND fidelity of implementation I was struck by just how innovative and progressive this work was.  Defined and maintained learning targets and supporting rubrics across all content areas and grade levels. I am now able to grasp just how important this foundational piece for creating a truly distributed recursive feedback component in our learning ecosystems.

As I researched this topic the following TEDx talk peaked my curiousity. Reshan speaks to depersonalizing the learning process in this provocative but on point assessment of assessment..

About Assessment: Reshan Richards at TEDxNYED

http://tedxtalks.ted.com/video/About-Assessment-Reshan-Richard

I would also add the availability of high quality digital tools and student access to mobile devices in the classroom has opened up a world of opportunity to utilize resources for gathering recursive feedback spanning all grade levels and content areas.

Here is a recent article from Edutopia spotlighting backchannelling as a means for gathering feedback and giving voice to students who may have been left behind in a traditional classroom. "The Backchannel: Giving Every Student a Voice in the Blended Mobile Classroom" . In this case they've characterized backchannel as "digital conversation that runs concurrently with a face-to-face activity -- provides students with an outlet to engage in conversation". They've also spotlighted a number of user stories with educators and various tools they've used to broaden and deepen the conversation with these digital tools and sound pedagogy.