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Monitoring for Learning: Using Student Evidence to Inform Instruction
Lilly Conference (2016)
  • Catherine L. Meyer-Looze, grand
The purpose of this presentation is to better understand and identify assessment strategies to improve instruction and feedback about performance to students. Many educational systems and institutions comply with state and federal mandates to use norm referenced and standardized tests to assess students. Due to the nature of the tests, these lagging indicators are often woefully too late to provide instructors the information needed to change instruction to meet the needs of all learners in the classroom.
In this presentation, we will make a case for the importance of teachers “tracking” student progress and “monitoring for learning”  as a comprehensive approach to ensure that assessment can be used for student learning. We will propose ideas and strategies to monitor student learning from minute to minute and day to day, throughout a daily lesson or unit of study in a course. We will share how this assessment data could be collected and the importance of teacher questioning to ascertain student understanding within the process of learning. We will also surface the challenges around how it requires a shift in practice from traditional classroom instruction. Ongoing research in one rural school district in Northern Michigan is undertaking the importance of assessment and monitoring for learning within a collaborative partnership with Grand Valley State University (GVSU) and Traverse Bay Intermediate School District (TBAISD) and Learning Sciences International (LSI). What are the strengths and challenge areas of this partnership?
  • continuous improvement,
  • assessment literacy,
  • higher education,
  • teaching effectiveness,
  • formative assessment,
  • summative assessment,
  • feedback
Publication Date
Fall October, 2016
Traverse City, Michigan
Citation Information
Catherine L. Meyer-Looze. "Monitoring for Learning: Using Student Evidence to Inform Instruction" Lilly Conference (2016)
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