Transforming districts through competency-based career pathways.
Research-based coaching that is responsive to your needs.
The Elizabeth Rohatyn Prize for Schools where Teaching Matters
Our educational system is still trying to crack the code of how to provide all students with an equitable opportunity to learn. Schools are awash in student data yet struggle to translate it into meaningful changes in instruction that produce better results. Teachers feel dis-empowered by testing mandates while students are invisible in their own assessment process.
Assessment Matters helps school communities measure student progress intelligently. We emphasize formative assessment as a planned, purposeful process of using data to make the right decisions. By focusing on the most meaningful evidence of student growth, teachers learn to refine practice continuously and students take control of their personal journey to mastery.
Utilize standards-aligned assessments to make strategic instructional decisions.
Build collective efficacy by guiding peers through collaborative inquiry
View assessment as a system to make strategic decisions promoting rigorous instruction
Use assessment results to work towards personal learning goals.
Understand child’s progress through reports and student-led conferences.
Teaching Matters works with schools to build assessment capacity and create a custom plan to develop assessment literacy and practice.
Through online, in-person and cross-school learning opportunities, participants tap into a network of schools solving the biggest challenges in formative assessment.
Our coaches work intensively with teachers, teacher teams and school leaders on the job to plan, execute and act on better assessment practice.
Watch how Pelham Academy was able to transform the culture in the building and increase student proficiency by 159% in just three years.
In Assessment and Classroom Learning (Black & Wiliam, 1998) the authors cite prior studies reporting effect sizes that ranged from 0.40 and 0.70 for formative assessment practice. A 2017 IES/REL research report surveying self and other-directed formative assessment in elementary schools “lends continuing support to the claim that formative assessment has a positive impact on student academic achievement.”
Feedback to Students
The Power of Feedback (Hattie & Timperley, 2007) summarizes previous meta-analyses of the effects of feedback. The review found an overall effect size of 0.79, which placed it among the top 5 or 10 influences of any kind on achievement. In a recent update of Marzano, Pickering, and Pollock’s 2001 meta-analysis, McREL researchers found an effect size for feedback of 0.76, which translates roughly into a 28 percentile point difference in average achievement (Beesley & Apthorp, 2010; Dean, Pitler, Hubbell, & Stone, 2012).
Collaborative Inquiry in Teacher Teams
In 1993 Albert Bandura’s research found that collective teacher efficacy (CTE), defined as “a group’s shared belief in the conjoint capabilities to organize and execute the courses of action required to produce given levels of attainment” had positive effects on student academic performance which more than outweigh the negative effects of low socioeconomic status. More recently, John Hattie’s research in Visible Learning has ascribed CTE an effect size of 1.57.
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