Vrain Waves: Teaching Conversations with Minds Shaping Education

Formative Assessment Strategies and Moves with Dr. Duckor & Dr. Holmberg

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Episode 014: Dr. Brent Duckor & Dr. Carrie Holmberg, Mastering Formative Assessment Moves

In the foreword for this book, Dr. John Hattie describes the work of Dr. Duckor and Dr. Holmberg as “[bringing to life] how to think of one’s self on a trajectory of powerful practices that unite instruction and assessment.” In many conversations, we tend to separate the two and don’t think deeply enough about the intersection of instruction and assessment. A highly recommended read from the 2 authors with publisher ASCD. Our conversation with them should give you a good idea of what their perspective before or after you read.

Connect with Vrain Waves

Twitter: @VrainWaves | Becky Twitter: @BeckyEPeters | Ben Twitter: @mrkalb

Connect with Dr. Duckor & Dr. Holmberg

Twitter: @BrentDuckor, @CarrieHolmberg | Website: http://validitypartners.com/ | Book: Mastering Formative Assessment Moves (Amazon | ASCD)

Links & Show Notes

  • Skip to Minute 7:55 to get to the Interview with Drs. Duckor & Holmberg
  • Out of Our Heads and Into the Classroom (03:51)
  • Two Truths & A Lie (04:07)
  • Create a meme (4:44)
  • Analogies (05:26)
  • Introductions to guests (06:47)
  • 7 moves: Priming, Posing, Pausing, Probing, Bouncing, Tagging, Binning
  • Priming: Preparing the groundwork; establishing & maintaining norms; acting to acculturate students to learning publicly
  • Posing: Asking questions that size up the learner’s needs in the lesson and across the unit
  • Pausing: Giving students adequate time to think and respond as individuals or in groups
  • Probing: Asking follow up questions that use information from actual student responses
  • Bouncing: Sampling a variety of responses intentionally & systematically to better map the terrain of student thinking
  • Tagging: Publicly representing variation in student thinking by creating a snapshot or a running record of class responses
  • Role of Formative Assessment (08:52)
  • National Research Council, 1999 book: How People Learn: Mind, Brain, Experience, and School (free pdf download)
  • “Kids are better served when we build the bridges from where their own understanding is to the content than when we ignore it and pretend that they’re a blank slate.”
  • Why do Formative Assessment (10:57)
  • Identifies the gap between what we think we’re teaching and what the students are understanding
  • Teacher decision making and the formative assessment moves (13:32)
  • Sound principles in educational assessment (14:23) - 2001 National Research Council: Knowing What Students Know: The Science and Design of Educational Assessment
  • Observation and interpretation
  • Priming & visibility of thinking (15:36)
  • (From the Book: “...priming can help make not only learning visible, priming can go a long way toward making students visible”)
  • Practical uses of priming (16:43)
  • “We all have the right to be wrong.” “We all can risk an explanation.” “Our voices should be heard.”
  • Habits of Heart / Habits of Mind (18:15)
  • Dr. Holmberg on being a better listener, having language for the moves to get better at them (19:27)
  • Pausing (20:50)
  • Essential to processing time
  • Mary Budd Rowe on Wait Time; another
  • Kenneth Tobin
  • Pauses of 3 to 5 seconds are where the magic happens
  • Inside the Black Box, Black & Wiliam (impact of FA on student achievement)
  • Balance between efficiency and authenticity with follow up questioning
  • Tagging (26:38)
  • Visual representations of student responses
  • High tech or low tech
  • Releasing control & embracing anxiety (29:49)
  • “Teachers, like artists, are often dealing with the complexity of the moment.”
  • Tagging around the room or virtually, what do we do with tagging after the process (32:57)
  • Bouncing as a precursor to tagging (34:05)
  • Assessment triangle - p 44 (Cognition, Observation, Interpretation), how students develop competence (34:18) from Knowing What Students Know, NAP
  • Synchronizing the 7 moves & using common language (36:08)
  • Targeted bouncing on student writing (37:24)
  • Binning to make instructional decisions (38:20)
  • How do we get better at the 7 moves? (39:40)
  • STEM & misconceptions (41:10)
  • Predict → Observe → Explain routine from Stanford (41:30) - use for your teaching
  • Dr. John Hattie
  • Dr. Lorrie Shepard, University of Colorado
  • Jim Popham
  • Robert Linquanti, WestEd
  • Assessment-Capable Learners; student role in formative assessment (43:52)
  • Transparency with students with FA (45:35)
  • To learn more from Brent & Carrie: validitypartners.com (free resources & email links)
  • Takeaways with Ben & Becky (47:55)
  • Tweet us @VrainWaves with your Formative Assessment Moves!!
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