Formative Assessment for Improving Native American Student Learning and Language Development: A Series of Professional Learning Modules

Welcome to this professional learning series on formative assessment for Native American student learning and language development. This series addresses formative assessment implementation with Native students across content areas. Students’ prior content knowledge and language development vary greatly from one to another. It is important that instructors know where each student is on their learning pathway, and then target instructional experiences matched to their learning levels and aligned to their cultural context. Students gain greater agency in this process through self and peer assessment. It is only in connecting with students where they are on their pathway, that students are able to progress towards meeting their Learning Goals. With formative assessment, teachers and students have the tools to do this work.

Working Together!

We recommend that if possible, you work through these modules together with peers in a professional learning community (PLC). This PLC can be in-person at your school site, or a video/phone conference-based community, e.g., across rural schools in a district.

Our vision for using these materials involves:

Individuals, on their own time, completing one module section at a time. This includes watching the formative assessment video and any additional material, such as classroom videos, reading articles, and completing any handout or protocol activities that go along with the section. To support productive meetings, we’ve included a document on establishing meeting norms below.
After completing the section activities, individuals come together and meet with their PLC and discuss:
- What they’ve learned through the videos and articles
- Questions that have come up
- Experiences/reflections related to implementing formative assessment in their classrooms
- Goal setting for each participant

Linked below is a sample meeting agenda for these meetings.

Additionally, teachers may come together for Video Study Groups (VSG). These are more targeted meetings to provide peer feedback to one another based on video recordings teachers take of their classrooms. To support this effort, we’ve included a sample initial meeting agenda and an agenda for follow up VSG meetings. Additionally, we’ve included an article describing video study groups and how they support teacher learning.
Lastly, we have included formative assessment observation protocols to help teachers set their own personal learning goals and to structure peer feedback. These observation protocols are focused on the different formative assessment elements and can be found in the various modules below. They provide a helpful picture of formative assessment practice, in several cases providing additional practical details to support implementation.

Meeting Norms | PLC Meeting Agenda | VSG Meeting Agenda 1 | VSG Meeting Agenda 2 | Learning in a VSG

1. Introduction

This section provides an overview of formative assessment. In this section, you will be learning about why formative assessment is important, what each of the formative assessment elements is, and how teachers and students are involved in the context of a collaborative classroom culture.

Steps to complete section.

Watch the course video.
Complete video exit questions. Note: you will be prompted to make a copy of the Google doc before using it. Keep track of where you save your Google docs in the course for later reflection. If you don’t yet have a Google account, please set one up to get started.
Review the oratory lesson example.
Complete the Formative Assessment Lesson Reflection which will guide you through a reflection of your current teaching practice.
Before you implement formative assessment, read the Fundamentals of Learning (FOL) article which will help you structure your classroom in a way that is optimal for formative assessment. This article also lays the groundwork towards shifting the student role to more active participation in learning.
Then review the rubric/observation protocol on classroom culture. Identify two areas of strength and one area that you can work on to increase the collaborative nature of your classroom. This will go a long way towards creating a safe space for student engagement, an element needed for successful formative assessment implementation.

Video Transcript | Exit Questions I Oratory Example I Formative Assessment Lesson Reflection | FOL Article | Classroom Culture Rubric

2. Establishing Learning Goals and Success Criteria

This section further explains the relationship between Learning Goals (LG) and Success Criteria (SC). In this section, you will learn about how Learning Goals and Success Criteria are different from from one another, and how they differ from standards and lesson activities. You will also begin to see what they look like in different instructional contexts. Note: when you review formative assessment examples in grade levels or subject areas different from your own, consider how they may apply to your own instructional context.

Steps to complete section.

Watch the course video.
Review the LG and SC examples from the video.
Complete the video exit questions
Complete the handouts with the Science and Writing examples.
Check out the classroom video linked below that shows how one teacher uses Learning Goals and Success Criteria to conduct formative assessment with persuasive essays. As you watch the video, consider the student role in creating and using the Success Criteria.
Fill out the video viewing protocol to gain a better understanding of teacher and student practice with formative assessment.

This section provides seven practical tips for writing Learning Goals and Success Criteria. You will learn about how to write Learning Goals and Success Criteria to optimize student progress, and will have the opportunity to implement Learning Goals and Success Criteria in one of your upcoming lessons.

Steps to complete section.

Watch the course video.
Complete the video exit questions.
Complete the math example handout.
Decide which Learning Goals and Success Criteria are better than others in the Writing LGs and SCs handout.
Use the seven writing tips to write your own Learning Goals and Success Criteria with the Try it Out handout. Then see how they work in your classroom!

Video Transcript | Exit Questions | Math Handout | Writng LGs and SCs: Questions | Try It Out!

This section elaborates on key considerations for sharing Learning Goals (LG) and Success Criteria (SC) with students. You will gain skills in supporting students to be active participants in the formative assessment process by engaging them in LGs and SCs. You will also have the opportunity to reflect on your recent lesson where you brought LGs and SCs into the classroom and set new goals for improving your practice.