The following announcement of a new special topics discussion is posted
at the request of David Rosen, the moderator.
Donna Brian
djgbrian at utk.edu

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Colleagues,

In preparation for celebrating International Literacy Day, on September
5th-7th the Special Topics Discussion List is pleased to welcome  Ms.
Janet Looney representing the Organisation for Economic Co-operation and
Development(OECD).  Janet is the leader of the Centre for Educational
Research and Innovation program known as What Works in Innovation in
Education. Its current focus is formative assessment.  The discussion
will serve to introduce some of OECD's work in international education.
The primary focus of the discussion will be on the value of formative
assessment for promoting higher levels of learner achievement, greater
equity of outcomes, and the development of "learning to learn" skills.

Not a term widely known in the U.S., formative assessment refers to what
teachers and learners do in the classroom to assess learning progress.
An assessment is _formative_ when information gathered in the assessment
process is used to modify teaching and learning activities.  It's an
assessment _for_ learning  not just _of_ learning.

Between 2002 and 2004, the What Works program explored formative
assessment in lower secondary classrooms in eight international systems
[see Formative Assessment: Improving Learning in Secondary Classrooms
(2005)].  OECD will publish a second study addressing formative
assessment for adult basic skill learners in 2007.

Together, the two studies are intended to strengthen understanding of
effective approaches to lifelong learning.

FORMATIVE ASSESSMENT IN LOWER SECONDARY SCHOOLS

While many teachers incorporate aspects of formative assessment into
their teaching, it is not often practiced systematically.  The What
Works study, Formative Assessment: Improving Learning in Secondary
Classrooms (2005), features exemplary cases from secondary schools in
eight systems and international research reviews, and relates these to
the broader policy environment.  The study shows how teachers have
addressed barriers to systematic practice, and how school and policy
leaders may apply the principles of formative assessment to promote
constructive cultures of assessment and evaluation throughout education
systems.

FORMATIVE ASSESSMENT IN ADULT BASIC SKILL PROGRAMS

Formative approaches may be particularly appropriate for adults with  
basic skill needs, the focus of the current What Works study.   
Instructors using formative approaches are able to tailor instruction
more closely to the needs of diverse adult learners.  Formative
approaches also place an explicit focus on identifying and building upon
learners' prior knowledge and skills - whether gained in formal
education settings, or informal work or other settings.

The OECD study on "Improving Teaching and Learning for Adults with Basic
Skill Needs through Formative Assessment" , now underway, is:

1. Developing studies of exemplary teaching and assessment practice for
adults with basic skill needs 2. Bringing together international
scholarship on teaching and assessment for adults with basic skill needs
3. Identifying effective policy levers for improving the quality of
provision in the adult basic skills sector, and 4. Creating
opportunities for policy officials, researchers and practitioners to
exchange insights and ideas on promoting effective teaching, assessment
and evaluation.

We look forward to your subscribing to this three-day discussion.  To do
so, go to:

http://www.nifl.gov/mailman/listinfo/SpecialTopics

David J. Rosen
Special Topics Discussion List Moderator djrosen at comcast.net
_______________________________________________
National Institute for Literacy
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