Former New York City Mayor Edward I. Koch had the right idea when during his three-term tenure as mayor he would repeatedly and frequently ask his NYC constituents and others a question that would become known as his signature:
“HOW’MI DOIN’?”
Some individuals may have thought this personalized and ongoing quest to obtain honest and transparent feedback from his constituents, colleagues, and superiors was no more than a “fishing expedition for compliments.”
But, as someone who was living in New York City during this time, I summarily beg to differ with that school of thought.
Feedback provided to Mayor Koch clearly and unequivocally told him what he was doing right and seemed to understand; and what he was doing wrong and seemed not to understand.
“HOW’MI DOIN’?”
Some individuals may have thought this personalized and ongoing quest to obtain honest and transparent feedback from his constituents, colleagues, and superiors was no more than a “fishing expedition for compliments.”
But, as someone who was living in New York City during this time, I summarily beg to differ with that school of thought.
Feedback provided to Mayor Koch clearly and unequivocally told him what he was doing right and seemed to understand; and what he was doing wrong and seemed not to understand.
http://www.answers.com/topic/ed-koch
And, that is what regular, ongoing, relevant, targeted, current, honest, and transparent feedback, or formative assessment, is supposed to do. The mural-like picture painted by true formative assessment is sometimes very beautiful, but at other times rather scary to even glance at.
Experts in the World of Education’s formative assessment movement such as Stiggins, William, Black, Reeves, and others have for years encouraged educators to infuse and embed this 21st Century effective approach into their daily work with students.
And, that is what regular, ongoing, relevant, targeted, current, honest, and transparent feedback, or formative assessment, is supposed to do. The mural-like picture painted by true formative assessment is sometimes very beautiful, but at other times rather scary to even glance at.
Experts in the World of Education’s formative assessment movement such as Stiggins, William, Black, Reeves, and others have for years encouraged educators to infuse and embed this 21st Century effective approach into their daily work with students.
They have even provided professional development around the country to help educators focus on “assessing students FOR their learning,” making this a common and everyday best practice in the classroom.
A practice radically different and more student-centered and student-focused than the traditional model of assessment OF student learning, which tends to take on the shape of a more one-time, summative, snapshot-like, and judgmental nature.
While both forms of assessment may be utilized in an attempt to engage the PROCESS of student progress and achievement of excellence and success; the more ongoing and FORMATIVE version of assessment provides the kind of "REAL-TIME DATA" diverse learners need on a regular and consistent basis if they are to be held accountable for participating in their own progress.
Formatively assessing students allows for the creation, development, and nurturing of effective and targeted teaching. This ongoing assessment provides the data or information needed to continue driving forward improved student performance and achievement; regardless of the demographic of the student.
When students (both those being led, and those who lead others) either ask for or are freely given meaningful and targeted feedback, the door for self-reflection and self-correction is opened wide.
Also, opportunities are created for the person providing the feedback to mentor and guide the learner to achieve high levels of improvement, excellence, and success; as well as to crystallize for the mentor or teacher which "teaching points" might need adjustments for different kinds of learners.
So, like Mayor Koch did in New York City when he wanted to make sure he was consistently on point while trying to meet the needs of so many varied and diverse constituents, colleagues, and superiors; students, teachers, and leaders of all types might indeed benefit from honestly, transparently, repeatedly, and frequently asking and answering one simple question:
When students (both those being led, and those who lead others) either ask for or are freely given meaningful and targeted feedback, the door for self-reflection and self-correction is opened wide.
Also, opportunities are created for the person providing the feedback to mentor and guide the learner to achieve high levels of improvement, excellence, and success; as well as to crystallize for the mentor or teacher which "teaching points" might need adjustments for different kinds of learners.
So, like Mayor Koch did in New York City when he wanted to make sure he was consistently on point while trying to meet the needs of so many varied and diverse constituents, colleagues, and superiors; students, teachers, and leaders of all types might indeed benefit from honestly, transparently, repeatedly, and frequently asking and answering one simple question:
“HOW’MI DOIN’?”
Then, listen with an open ear, mind, and heart to information about any areas possibly needing improvement; and continue to grow and develop those areas that may currently yield success. And, remember that formative assessment is a process, not a product. Therefore, it may take time for the desired results to really kick in to full gear...
Then, listen with an open ear, mind, and heart to information about any areas possibly needing improvement; and continue to grow and develop those areas that may currently yield success. And, remember that formative assessment is a process, not a product. Therefore, it may take time for the desired results to really kick in to full gear...
Sharon M. Biggs, M.A.
Educational Leader
Educational Leader
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