Formative Strategies for Remote Learning

Remote Learning and the Formative Assessment Process

Renee Basick Features

Formative Strategies for Remote LearningStrategies You Can Use During Synchronous and Asynchronous Learning

The nature of remote learning is that there is more student autonomy—it is likely that students will participate with more independence when they are not located in the same space and/or instructional time as their teachers.

Distance learning relies on the formative assessment process for success because it helps teachers and students identify the gaps between where students are and where they need to be in order to determine next steps.

When students are engaged in remote learning, teachers need ways to identify, monitor, and support student learning at various times while in separate spaces. Using the formative assessment process, teachers and students can monitor and adjust learning together. The formative assessment process is essential for supporting effective distance learning.

The formative assessment process is used by teachers and students to provide actionable feedback to the learner, which is then used to adjust ongoing teaching and learning strategies to improve students’ attainment of curricular learning targets/goals.

The formative assessment process has four attributes:

  1. Clarify: determine what students will learn and how they will know they have learned it;
  2. Elicit: generate evidence of student learning, such as asking questions;
  3. Interpret: review evidence to determine students’ progress towards the learning goal(s); and
  4. Act: take instructional next steps to move students from where they are to where they need to be, such as re-teaching using a different mode.

Formative Assessment Examples in Synchronous and Asynchronous Modes


Smarter Balanced Supports for Formative Assessment

The following strategies can facilitate the use of the formative assessment process in distance learning.

SYNCHRONOUS
Notes for use:
Use a polling tool within your web-based classroom to gather real-time data regarding what students know before the beginning of a “lesson.”