Bob 3.4 test 2
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Six Insights About
Eliciting Evidence
Activity 3.4 |
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Prompt #1
As you read, think about how these six insights are similar to or different from your understanding of what it means to elicit evidence of learning. Also, think about how these insights might guide your lesson planning and how they might play out in your Formative Assessment Blueprint.
You can post a comment by double clicking on the text in the left pane or replying to a pre-existing comment in the right pane. We encourage you to share your reactions to individual points of the reading and to expand on the ideas of others. |
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Insight #1
Elicit evidence aligned to the Learning Goals and Success Criteria of the lesson. |
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The Lesson Activities teachers design as they plan lessons perform double- duty. Not only do they move learning forward, but they also provide teachers with a particular type of evidence: the students’ learning status relative to the lesson’s Learning Goal. As students engage in the Lesson Activity, they make visible a performance of learning or an execution of skill that reflects what is articulated in the Success Criteria.
When teachers become proficient in aligning evidence in this way, they design lessons with the following key question in mind: “If I ask students to say, do, make, or write X, will this provide the information I need to understand their learning status relative to the Learning Goal?” |
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Insight #2
Elicit evidence intentionally and strategically. |
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Often opportunities arise spontaneously to see how student learning is taking shape, and good teachers can capitalize on the evidence afforded by these “lucky breaks.” However, the role of evidence in the formative assessment process is too critical to leave to chance. Instead, opportunities to elicit evidence are thought through in advance and placed strategically at points in the lesson where teachers know they will need information about the status of student learning.
As teachers gain expertise building evidence-gathering opportunities into their lessons, they consider questions like:
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Insight #3
Elicit evidence as part of the instructional process. |
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From the Feedback Loop, we know a central refrain of formative assessment is a 3-beat “evidence rhythm”: elicit-interpret-use, elicit-interpret-use. In lessons that integrate formative assessment, this 3-beat rhythm occurs multiple times, sometimes in the same breath. This is what it means for formative assessment – and evidence gathering in particular – to be part of the instructional process.
When teachers can sense this 3-beat rhythm in the course of their lessons, it is a sign that their approach to eliciting evidence is integrated into their instruction. As teachers develop fluency in this rhythm, they report that in-the-moment checks for student understanding become almost second nature. Rather than feeling like an additional task, evidence collection and use become part of the fabric of the classroom experience, serving to keep teaching and learning in sync.
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Insight #4
Elicit evidence of different states of learning. |
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Students learn according to their own unique pace, which can change over time and from lesson to lesson. Sometimes learning moves in a regular, steady progression; other times, it seems to germinate for a long time before it suddenly becomes visible. And sometimes learning is not fully developed, but on the way to maturing. This is an important consideration in eliciting evidence. Because all students will likely not be at the same place relative to the Learning Goals and Success Criteria of the lesson, they need to have opportunities to showcase where they are.
As teachers become proficient in this work, they plan to elicit evidence to show three states of student learning – emerging, maturing, and consolidated. Using these three states as organizers, evidence gives enough detail about where each student is in the learning progression so that teachers can make instructional adjustments and provide feedback to move learning forward. |
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Insight #5
Elicit evidence in multiple ways. |
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In the context of formative assessment, “evidence” is much more than numerical data. It includes all the ways students can showcase their learning relative to the Learning Goals and Success Criteria of the lesson. When teachers use multiple strategies to establish the current state of student learning, they are essentially triangulating evidence. By doing so, they have a much richer picture of student learning to analyze and act on.
As teachers gain expertise in this practice, they develop ways to assess students in different ways, to ensure that each student has opportunities to best showcase his or her learning. They may ask students to express their ideas verbally or arrange their ideas into a physical model, concept map, or essay. They may ask students to demonstrate understanding or proficiency of a skill by executing the skill or by critiquing a peer. Several of these approaches will be explored in more detail in the next lesson, including questioning, attending to academic discourse and dialogue, analysis of student work, observation, and peer and self-assessment. |
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Insight #6
Elicit evidence when (and from whom) it is needed. |
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At any given point in a lesson, different students will be at different points on the learning progression. It is critical to know where each student is in order to make instructional moves that are tailored to that student. This means that evidence collection is targeted and specific, instead of a uniform, rote procedure.
As teachers integrate this idea into their practice, the formative assessment process starts to feel much more manageable: teachers realize that they do not have to assess all students at all times. Yes, they need to know where all students are in their learning, but in a given lesson, a teacher might have up-to-date information for several students, in which case she focuses her formative evidence collection on those students for whom she is less sure or needs more information. |
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Prompt #2
Below is a Formative Assessment Blueprint of Donna Migdol’s lesson on Roller Coaster Physics. Place a comment were you see an example of Ms. Migdol eliciting evidence. Specify any of the above six insights that might be effect. |
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Learning Goals
What is the learning intended by the end of this lesson? |
Success Criteria
What will it look like when students meet the Learning Goal(s)? |
Lesson Activities
What will students do to progress towards the Learning Goal and meet the Success Criteria during the lesson? Structure activities to enable you to notice student progress and elicit evidence of learning. |
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Understand how energy is transferred and transformed in predictable ways.
Understand the plan-create-test-improve cycle of engineering design.
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Interpreting Evidence Considerations
Based on your knowledge of students and the content of this lesson, what do you need to keep in mind in order to make sense of the evidence you collect? |
Responsive Actions by Students & Teachers
What will you and students do to move learning forward? |
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