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Great Methods - Poor Results
Dr. Edwin Weaver
Unique Leaders Educational Leadership
www.we-develop-leaders.com
www.uniqueleaders.org
May 25, 2008

For years the educational world has been talking about Formative Assessment. It has been more than 100 years since Formative Assessment was first researched. Since that time, reams of research have proven its effectiveness, yet we appear to be no closer to solving many of the educational problems which exist.

Governments around the world have instituted standards based educational systems. They have mandated Formative Assessment for all school, yet many students continue to fail. Are the standards wrong? Is Formative Assessment wrong? I would have to answer a resounding no to both of these questions. The answer is much closer to home.

You can have the best system, the best methods, however if the people utilizing these systems, these methods do not truly believe in the system, its benefits or themselves, the system and/or methods will fail. Borko, Mayfield, Marion, Flexer, & Cumbo, 1997 and Shepard, in 2000 found that the belief system and the practices of teachers need to be changed in order for Formative Assessment to function properly.

For more than twenty years I have worked in education and training as a teacher, school principal, teacher trainer and corporate trainer. I have been in charge of implementing Formative Assessment in schools around the world. I have seen the implementation of Formative Assessment produce great success and great failure.

In an international school where I was the principal, everyone admitted that the school needed a change. In some subjects, 87% of the students were failing. In addition, there were incredible discipline problems (due to the lack of learning opportunities).

I met with the directors and proposed implementing Formative Assessment. I presented the successes which I had experienced in other institutes when Formative Assessment was used for educating the students. The directors were unanimously in agreement that the school should change and implement Formative Assessment to improve the level of education and change the attitudes of the students.

The teachers were informed of the change and those who wished to stay and be a part of the new system where given training in Formative Assessment. Though a person is trained, if they do not thoroughly believe in the training and/or the results of the training, they will not produce the desired results.

We trained teachers to use Formative Assessment, however many did not apply Formative Assessment in the classroom. Others applied the system when they were being observed, but when no one was watching they went back to old style of teaching.

At the end of the first 10 week period when the report cards were process, it was easy to identify the teachers who were not using Formative assessment. Failure rates were as high as 47% of the class for the teachers who were not utilizing Formative Assessment. In the other classes the failure rate was 0% to 3%. The difference was obvious, but the reasons were not.

We started interviewing the teachers to find the reasons for the high failure rates. We also interviewed the successful teachers and compared their answers to questions about Formative Assessment to the answers given by teachers with high failure rates. Upon examining the answers, we learned that the successful teachers had a very different attitude towards Formative Assessment. Even the teachers who used what appeared to be Formative Assessment in their classes and who had high failure rates answered differently than those who were 100% behind Formative Assessment. The attitude and/or belief system kept the teachers from applying Formative Assessment properly.

There was no one group of teachers (old, young, new) which disbelieved, however those teachers who had been in the school for 10 to 15 years made up the highest percentage. The smallest percentage was from recently graduated teachers. They appeared more open to learn something new or to learn a different way of teaching.

We began working harder with the group of unbelievers. Again the hardest group to convince was the group of teachers who had been teaching the longest. They believed that their ways had worked for the last 15 to 20 years; therefore there was no need to change.

They admitted that they were not getting the results needed or required, but no one had complained before and these were the results they had obtained for 10 to 15 years. Furthermore, they believed that the failure rate was due to the students which they were teaching. We showed them the results of the teachers who were correctly using Formative Assessment.

They agreed that these teachers were enjoying a great success with their students. However, they felt that this group of students performed better. We examined school records and found students who had been taught by teachers in the unbelieving group in prior years. We questioned the teachers in the unbelieving group about certain students. They confirmed that these students did nothing in their classes. We showed them the report cards for this year. These “do nothing” students were obtaining “B”s and even a few “A”s.

What is the difference? The teaching method made the difference. The students were allowed to learn. The students were encouraged to learn. All the gaps were filled and the students felt confident that they could learn. The “Do Nothing” students became achievers and even leaders.

Formative Assessment works, when implemented properly. It is the responsibility of the educational leaders (Rector, Dean, Head Master, Principal or Director) to evaluate the belief system of the teachers. The belief system and the attitude towards change will determine the success of the implementation.

As you have probably already guessed, we had to dismiss some of the teaching staff and bring in new personnel. We have been working on a questionnaire which will help us to eliminate the candidates which do not whole heartily believe in the benefits of Formative Assessment or who are resistant to change. Thankfully, all the teachers who were implementing Formative Assessment properly are still with us.

Formative Assessment provides an additional benefit; not only do student learn more and learn it better, but discipline problems drop substantially and because there are fewer problems and happier students, the teachers are happier, more content with their positions and their life in the school.

Formative Assessment works, when used properly! If you would like more information about Formative Assessment contact www.we-develop-leaders.com. If you would like to have you staff evaluated and train in Formative Assessment contact www.we-develop-leaders.com or [email protected] .

Unique Leaders Educational Leadership Development prides itself on helping educational institutes around the world to produce better students; students who are competent in all areas, ready to meet the challenges of life. Contact us today.

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References:

Borko, H. , Davinroy, K. H., Bliem, C. L., & Cumbo, K. B. (2000). Exploring and supporting teacher change: Two third-grade teachers’experiences in a mathematics and literacy staff development project. Elementary School Journal, 100 (4).

Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29 (7),1-14.