Black and Wiliam, Classroom, Classroom Assessment, Education, Effective Teaching, Formative Assessment, Grades, Inside the Black Box..., Marzano, Phi Delta Kappa, Professional Development, Reflection on Practices, Student Achievement, Studer, Studer Education, Teacher
Every teacher in every classroom should understand two of the most important research findings from the past several decades. If we understand them, we will work hard to become better and better teachers every day. In particular, the following two meta-analyses help us think twice about our current classroom policies.
Inside the Black Box: Raising Standards Through Classroom Assessment (Black and Wiliam) found that students of teachers who used formative assessment practices in their classrooms significantly improved students’ performance on standardized tests. The highest gains occurred for lower performing students.
Marzano and his colleagues analyzed research studies conducted over a 35-year period. Their findings show how important an individual teacher is to student learning. In fact, Marzano’s study shows us that the teacher is the most important variable that affects student learning.
These two studies leverage our number one goal as teachers—to improve student learning. We know two important facts from these studies:
Most students are less likely to achieve without the help from a really good teacher.
Applying a formative assessment process in classrooms provides students with the best opportunities to succeed.
Beginning this week and taking us through each Monday in May, June, and July, we will use our Monday “Who’s Engaged” posts to present the MyGrade GPA Exercise. The Exercise encourages you to take a moment and reflect on your classroom practices by reviewing a statement and then using an A to F grade to rate your performance. At the completion of the Exercise at the end of the summer, we encourage you to calculate your overall GPA using your response/grade across all items. The more honest you are with your ratings, the more open you will be to learn how to address each item.
At the beginning of professional development sessions or a class we ask teachers to take this self-assessment to help us set the stage for learning together. In our experience, teachers tend to assign themselves and other teachers grades that produce a “C” average. Ironically, research over the years tells us that when teachers apply these actions in their classrooms, students achieve higher scores on standardized tests.
Teachers are not altogether responsible for failing to score an “A” on the self-assessment. The good news is that when teachers commit to applying the actions from the MyGrade GPA Exercise in their classrooms, they regain their passion for teaching.
Again, beginning this week and taking us through each Monday in May, June, and July, we encourage you to participate in the MyGrade GPA Exercise poll. At the end of the summer, you can calculate your overall GPA; we will do the same using all poll responses.
Black, P., and Wiliam, D. 1998. Inside the black box: raising standards through classroom assessment, Phi Delta Kappa, 80(2), pp. 139 – 144.
Marzano, R. 2003. What works in schools: Translating research into action. Association for Supervision and Curriculum Development.
Our mission at Studer Education is to provide students with a great place to learn, teachers with a great place to teach, and parents with confidence that their children are getting a great education. To do this we teach teachers and leaders how to get the best student learning results and create results-oriented school cultures. Visit us online at http://studereducation.com to learn more about Studer Education Teacher Development Institutes (TDIs), Leader Development Institutes (LDIs), and Evidence-Based Leadership.