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Identify the Missing Elements in Your Remote Learning and Provide Specific Feedback
Here’s how LSI is working with districts to transform virtual core instruction with a focus on accelerating learning, increasing engagement, and most importantly – closing history’s largest achievement gaps.
If you are in a brick and mortar or a hybrid setting
Teacher View – Student Evidence Tracker
Student View – Student Evidence Tracker
Why is Formative Assessment so Effective?
Increases student learning and motivation with clear learning goals and criteria for success
When students understand their learning goals and criteria and use them in self-assessment, both learning and motivation increase (McMillan & Hearn, 2008).
Makes student thinking visible as students respond to the teacher and one another
Classroom discourse, based on open questions that showcase student thinking, help students learn to think and express themselves in a discipline (Forman, Ramirez-DelToro, Brown, & Passmore, 2016).
Increases learning and engagement as students track their own progress
When students track their own progress, learning increases (Marzano, 2009/10), and so does student involvement in their own assessment (Stiggins & Chappuis, 2005).
Creates the opportunity for constructive feedback rather than just a grade
Research suggests that for most learning goals, elaborated feedback that describes students’ work against goals and criteria, rather than simply scoring or grading it, is most effective for learning (Van der Klein, Feskens, & Eggen, 2015).
Improves equity and access as students gain access to and use feedback
Providing students opportunities to use feedback can be seen as an example of the broader issues of opportunity to learn (Elliott & Bartlett, 2016) and equity.
LSI’s Student Evidence Tracker is also available for brick and mortar schools.
PRICING: Student Evidence Tracker starts at $3 per teacher/per month, with group discounts available for $2 per teacher/per month. Contact us for details.
1Lee, H., Chung H.Q., Zhang Y., Abedi, J., & Warschauer, M. (2020) The effectiveness and features of formative assessment in US K-12 education. A systematic review. Applied Measurement in Education, 33 124-140. https://doi.org/10.1080/08957347.2020.1732383 | 2Hattie, John. (2009) Visible Learning 3, 22. https://users.ugent.be/~mvalcke/CV/visible-learning-chapter-3-hattie.pdf