Formative Assessment

All Wing Resources

Publications

TITLE
SYNOPSIS
CITATION
Are we making the differences that matter in education?

This paper argues that ineffective practices in schools carry a high price for consumers and suggests that school systems consider the measurable yield in terms of gains in student achievement for their schooling effort.

VanDerHeyden, A. (2013). Are we making the differences that matter in education. In R. Detrich, R. Keyworth, & J. States (Eds.),Advances in evidence-based education: Vol 3(pp. 119–138). Oakland, CA: The Wing Institute. Retrieved from http://www.winginstitute.org/uploads/docs/Vol3Ch4.pdf

Assessment Overview

Research recognizes the power of assessment to amplify learning and skill acquisition. This overview describes and compares two types of Assessments educators rely on: Formative Assessment and Summative Assessment. 

Classroom Management

In this overview, classroom management strategies have been grouped into four essential areas: rules and procedures, proactive management, well-designed and delivered instruction, and disruptive behavior management. These strategies are devised for use at both school and classroom levels.

States, J., Detrich, R. & Keyworth, R. (2017). Overview of Classroom Management.Oakland, CA: The Wing Institute. https://www.winginstitute.org/effective-instruction-classroom.

Data Explorer for Main NDE

The NAEP Data Explorer provides national and state results for all main subject areas assessed, including mathematics, reading, writing, and science. Results have been produced for the nation and participating states and other jurisdictions since 1990, and for selected urban districts (on a trial basis) since 2002.

National Center for Education Statistics (NCES). (2011b). Data explorer for main NDE. [Data fle]. Retrieved from http://nces.ed.gov/nationsreportcard/naepdata/dataset.aspx

Introduction: Proceedings from the Wing Institute’s Sixth Annual Summit on Evidence-Based Education: Performance Feedback: Using Data to Improve Educator Performance.

This book is compiled from the proceedings of the sixth summit entitled “Performance Feedback: Using Data to Improve Educator Performance.” The 2011 summit topic was selected to help answer the following question: What basic practice has the potential for the greatest impact on changing the behavior of students, teachers, and school administrative personnel?

States, J., Keyworth, R. & Detrich, R. (2013). Introduction: Proceedings from the Wing Institute’s Sixth Annual Summit on Evidence-Based Education: Performance Feedback: Using Data to Improve Educator Performance. In Education at the Crossroads: The State of Teacher Preparation (Vol. 3, pp. ix-xii). Oakland, CA: The Wing Institute.

 

 

Overview of Education Assessment

Research recognizes the power of assessment to amplify learning and skill acquisition. Assessing students is a fundamental ingredient of effective teaching. It is the tool that enables teachers to measure the extent to which a student or group of students have mastered the material taught in a lesson or a class or during the school year, and it gives instructors the necessary information to modify instruction when progress falters. Assessment affects decisions about grades, placement, advancement, instructional strategies, curriculum, special education placement, and funding. It works to improve instruction in the following ways: (1) as a diagnostic tool, (2) by providing feedback on progress measured against benchmarks, (3) as a motivating factor, and (4) as an accountability instrument for improving systems.

 

States, J., Detrich, R. & Keyworth, R. (2017). Overview of Education Assessment. Oakland, CA: The Wing Institute. http://www.winginstitute.org/student-formative-assessment.

Overview of Formative Assessment

Effective ongoing assessment, referred to in the education literature as formative assessment or progress monitoring, is indispensable in promoting teacher and student success. Feedback through formative assessment is ranked at or near the top of practices known to significantly raise student achievement. For decades, formative assessment has been found to be effective in clinical settings and, more important, in typical classroom settings. Formative assessment produces substantial results at a cost significantly below that of other popular school reform initiatives such as smaller class size, charter schools, accountability, and school vouchers. It also serves as a practical diagnostic tool available to all teachers. A core component of formal and informal assessment procedures, formative assessment allows teachers to quickly determine if individual students are progressing at acceptable rates and provides insight into where and how to modify and adapt lessons, with the goal of making sure that students do not fall behind.

 

States, J., Detrich, R. & Keyworth, R. (2017). Overview of Formative Assessment. Oakland, CA: The Wing Institute. http://www.winginstitute.org/student-formative-assessment.

Teaching Functional Life Skills to Children with Developmental Disabilities

In this chapter we describe systematic instructional practices that are necessary for individuals with disabilities to benefit from educational services.

Detrich, R., & Higbee, T. S. (2009). Teaching Functional Life Skills to Children with Developmental Disabilities. Practical Handbook of School Psychology: Effective Practices for the 21st Century, 371.

Treatment Integrity: Fundamental to Education Reform

To produce better outcomes for students two things are necessary: (1) effective, scientifically supported interventions (2) those interventions implemented with high integrity.  Typically, much greater attention has been given to identifying effective practices.  This review focuses on features of high quality implementation.

Detrich, R. (2014). Treatment integrity: Fundamental to education reform. Journal of Cognitive Education and Psychology, 13(2), 258-271.

Treatment Integrity: Fundamental to Education Reform

To produce better outcomes for students two things are necessary: (1) effective, scientifically supported interventions (2) those interventions implemented with high integrity.  Typically, much greater attention has been given to identifying effective practices.  This review focuses on features of high quality implementation.

Detrich, R. (2014). Treatment integrity: Fundamental to education reform. Journal of Cognitive Education and Psychology, 13(2), 258-271.

Using Performance Feedback to Improve Teacher Effectiveness

This paper examines intervention and instruction failures and describe concrete steps that implementers can take to improve the results of their instruction and intervention in classrooms.

VanDerHeyden, A. (2013). Are We Making the Differences That Matter in Education? In Performance Feedback: Using Data to Improve Educator Performance (Vol. 3, pp. 119-138). Oakland, CA: The Wing Institute.

 

Data Mining

TITLE
SYNOPSIS
CITATION
How does class size reduction measure up to other common educational interventions in a cost-benefit analysis?

This analysis examined the cost effectiveness of research from Stuart Yeh on common sturctural interventions in education. Additionally, The Wing Institute analyzes class-size reduction using Yeh's methods.

States, J. (2009). How does class size reduction measure up to other common educational interventions in a cost-benefit analysis? Retrieved from how-does-class-size.

What are the components of effective mathematics instruction?
This analysis looks at a practice guide from The What Works Clearing House that provides practitioners with essential practice elements for effective instruction in mathematics.
States, J. (2012). What are the components of effective mathematics instruction? Retrieved from what-are-components-of.
What are the critical influences in a classroom that result in improved student performance?
The analysis examines direct influences tht have the greatest impact on student performance. 28 categories were distilled by combining the effect size along professional judgment of educational experts.
States, J. (2010). What are the critical influences in a classroom that result in improved student performance? Retrieved from what-are-critical-influences808.
What Is the Effect of Formative Evaluation on Student Achievement?
This review examines the effect size of the practice elements that comprise formative assessment.
States, J. (2011). What Is the Effect of Formative Evaluation on Student Achievement? Retrieved from what-is-effect-of869.
What Practices Make a Difference in the Classroom?
This analysis examines meta-analyses to identify teaching practices that have the greatest impact on student achievement.
States, J. (2011). What Practices Make a Difference in the Classroom? Retrieved from what-practices-make-difference.

 

Presentations

TITLE
SYNOPSIS
CITATION
Using Performance Feedback to Improve Teacher Effectiveness

This paper examines intervention and instruction failures and describe concrete steps that implementers can take to improve the results of their instruction and intervention in classrooms.

VanDerHeyden, A. (2011). Using Performance Feedback to Improve Teacher Effectiveness [Powerpoint Slides]. Retrieved from 2011-wing-presentation-amanda-vanderheyden.

 

Student Research

TITLE
SYNOPSIS
CITATION
An experimental analysis of the treatment validity of the social skills deficit model for at-risk adolescents.
This study evaluated the treatment validity of the social skills deficit model for improving performance of at-risk adolescents.
Barreras, R. B. (2007). An experimental analysis of the treatment validity of the social skills deficit model for at-risk adolescents. Retrieved from student-research-2007.
The efficacy of descriptive functional assessment for intervention with Head Start students.
This study evaluated the efficacy of descriptive functional assessment of intervention with Head Start students by identifying antecedent conditions that influenced challenging behavior.
Park, K. L. (2008). The efficacy of descriptive functional assessment for intervention with Head Start students. Retrieved from student-research-2008.
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