Formative Assessment

Case Study

How did Madison Use Embedded Formative Assessment?

Madison had just started her fifth-grade math block on Thursday when Randy,
her assistant principal, entered her room. Madison wasn’t surprised to see John, as
unannounced observations by school administrators were regular and short in duration.
During each observation, data were collected on a single instructional practice.
Madison had already divided her students into two math groups. The groups
were flexible; today’s groups were based on Madison’s observations of student
performance from the previous day. Madison had noticed some students accurately
measured angles with a protractor while others needed more assistance.
In the Guided Math center, Madison was meeting with small groups of students.
For the struggling learners, Madison began by reminding them of their learning target
and then modeled how to use a protractor. For this group of students, she had prepared
five note cards with an angle drawn on the front and the measurement answer on the
back. Students worked independently to measure and check each angle. When
students were incorrect, Madison used questions to help students find and describe
their errors. Madison wanted to ensure that she and the student understood their error.
Madison then decided whether to remodel, measure the next angle collaboratively with
the student, or allow the student to measure the next angle solo. When the other
groups of students, those who appeared yesterday to have a good grasp of how to use a
protractor, came to the center, Madison did not model nor had students do the angle
note card angles. She instead told students their learning target and then had the
students work to measure angles in pictures that she had cut from magazines. She
knew this was more challenging. As with the other group, Madison used questions to
guide as students made errors.

Questions:
1. What positives do you believe Randy, the assistant principal, will give Madison
regarding his observation on her use of embedded formative assessment?

Randy's teaching approach embodies several notable qualities that undeniably

enhance her effectiveness as an educator. Firstly, she possesses an exceptional
knack for discerning how to distribute her attention among her students. She
adeptly divides her class to ensure every student receives the necessary
 guidance and support, without leaving anyone behind or favoring those who
may grasp the material more quickly. This results in the creation of an inclusive
learning environment that not only celebrates diversity but also recognizes the
unique needs of each student. This stands in stark contrast to some teachers
who inadvertently marginalize certain students by unevenly allocating their
attention, leading to feelings of exclusion or inadequacy among those who might
struggle to keep pace with their peers.

Furthermore, Randy's adept use of questioning techniques underscores her

pedagogical expertise. She customizes her questions to align perfectly with the
predetermined learning objectives, emphasizing the fundamental concepts and
key insights that her students should glean from the discussion. Her consistent
reinforcement of these learning goals throughout the lesson serves as a constant
reminder to her students of what they should aim to accomplish, thereby
maintaining their focus and engagement in the learning process.

In addition, Randy's attentiveness to her students' needs and her sharp ability to
identify their misconceptions deserve high praise. She keeps a vigilant watch
over her class's progress, identifying instances where students may be struggling
or harboring misconceptions about the subject matter. Instead of simply
providing answers, she employs probing questions to guide her students toward
self-discovery. By encouraging learners to recognize their own errors and
misconceptions, she not only assists them in rectifying their mistakes but also
instills in them a sense of ownership over their learning journey.

Lastly, Randy's approach to delivering feedback is both strategic and

constructive. She consistently ties her feedback to the learning objectives,
reminding students of the overarching goals they should be striving to achieve.
This approach not only reinforces the significance of the feedback but also helps
students connect their efforts to their progress, fostering a growth mindset and
a heightened sense of purpose in their studies.

2. What strengths will Randy highlight about Madison’s feedback to students?

Randy would undoubtedly highlight several notable strengths in Madison's
method of giving feedback to her students. A standout quality in Madison's
approach is her capacity to detect and rectify errors in a subtle yet effective
manner. Rather than directly pointing out mistakes, Madison relies on a strategic
use of questioning. This technique encourages students to engage in critical
thinking and introspection, enabling them to identify their own errors and
misconceptions. By allowing students to arrive at correct answers through their
own cognitive processes, Madison empowers them to take ownership of their
learning journey, ultimately nurturing a deeper comprehension of the subject
matter.

Moreover, Madison's feedback strategy encompasses offering valuable hints.

These hints serve as gentle nudges in the right direction, providing students with
subtle guidance without explicitly providing solutions. In doing so, she
encourages her learners to engage in critical thinking and explore alternative
problem-solving approaches. This approach not only aids in error correction but
also cultivates essential problem-solving skills and promotes independent
thinking—qualities that extend beyond the immediate academic context.

Additionally, Madison excels in delivering immediate feedback to her students.

She ensures that information is promptly conveyed, allowing students to address
their misunderstandings and misconceptions in real-time. This immediate
feedback loop plays a crucial role in reinforcing the learning targets and
objectives of the lesson. Madison's consistent reminders of these goals help
students maintain focus and alignment with what they should be striving to
achieve, fostering a continued sense of purpose throughout their learning
experience.