What if we study and practice, together, to embed formative assessment into our daily practice and learning?

Jennifer Wilson (@jwilson828), Kim Thomas (@Kim_math) and I are hosting a virtual book club around Dylan Wiliam’s Embedding Formative Assessment: Practical Techniques for K-12 Classrooms in January and February.

I am intrigued and inspired by the chapter titles. I want to learn more about learning intentions and success criteria, eliciting evidence of learning, feedback that moves learners forward, students serving as resources for each other, and students as owners of their own learning.

If you don’t have the book yet, you can check it out by reading the first chapter from Learning Science’s website.

Here’s our reading plan:

We want you to join us! We commit to reading one chapter per week and sharing our thinking using #T3Learns. To add a little structure to our reflective practice, we are going to share using the following Visible Thinking Routines.  Of course, we will share other things too.

• Sentence – Phrase – Word (Monday)
• Connect – Extend – Challenge (Tuesday, Wednesday, Thursday)
• I used to think,,, but now I think… (Friday)

We choose this reading pace in order to prepare for Dylan Wiliam’s keynote and sessions at the 2016 International T3 Conference in Orlando. We want to be able to ask questions and make connections based on our actions, experiences, successes, and struggles.

Join us! Let’s experiment and learn by doing.

How might we impact learning if we work on intentionally embedding formative assessment into our daily practice and learning?

Cross posted on Easing the Hurry Syndrome.

Ritchhart, Ron, Mark Church, and Karin Morrison. Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco, CA: Jossey-Bass, 2011. Print.

Wiliam, Dylan, and Siobhán Leahy. Embedding Formative Assessment: Practical Techniques for F-12 Classrooms. West Palm Beach, FL: Learning Sciences, 2015. Print.