Formative Assessment in our classrooms is the important step during instruction to allow both the teacher and students know where they are in their learning in relation to the intended learning outcomes, how the students are progressing, and what is needed to progress toward the target or deeper into the learning.
Join us for a series of webinars on Formative Assessment with 5 different sessions designed to be both stand-alone or progressive experiences. You can choose one, some, or all!
All webinar sessions are from 4:00-4:30pm via Zoom, and recordings will be made available to those who register for a limited period of time.
September 17: Understanding the Formative Assessment Process
In this session, we’ll explore foundational ideas about formative assessment and consider how it fits into the broader picture of assessment in general. Participants will…
September 24: Building Meaningful Formative Assessment Techniques
In this session, we’ll talk about how we can elicit and gather information from students so that we gain a clearer understanding of what they know and where they are in their learning. Participants will…
October 1: Interpreting and Making Meaning of Formative Assessment Data
In this session, we’ll discuss ways to interpret the formative assessment information we collect from students. Participants will…
October 8: Using Formative Assessment Data to Advance Student Learning
In this session, we’ll explore how both teachers and students can make use of the information gathered through formative assessment techniques. Participants will…
October 15: Cultivating a Formative Assessment Culture
In this session, we’ll focus on the relationship between formative assessment and class culture and will consider ways we can build a classroom environment that allows for meaningful formative assessment. Participants will…
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Sarah Hylton is the Assistant Director at SURN, a center at William & Mary’s School of Education, where she imagines, designs, and delivers professional learning for teachers and other school leaders. She also works as adjunct faculty in the School of Education’s Curriculum & Instruction department. She has presented locally, nationally, and internationally on topics related to formative assessment, curriculum design, deeper learning, and novice teacher mentorship. Prior to completing her Ph.D. at William & Mary, Sarah taught secondary English in Virginia for 15 years. In addition to being a classroom teacher, she also served as a department chair, curriculum writer, mentor, cooperating teacher, and university supervisor.