Formative Assessment as an Instructional Strategy: Using the Teaching Effectiveness Framework to Support Digital Learners

January 28, 2022 | 12:00 MT

During this presentation we will examine the intersection of the Feedback & Assessment and Instructional Strategies domains of the Teaching Effectiveness Framework we developed to support teaching at our institution. Formative assessments, also known as checks for understanding, double as instructional strategies that engage students in learning content. The online platform gives all students an opportunity to engage in discussion and low-stakes, mastery quizzes to practice critical thinking with support and feedback from an instructor. When planned strategically, these instructional strategies/formative assessments do not need to produce an overabundance of grading for instructors.

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Workshop Leaders

Tonya Buchan

Instructional Designer>

Tonya Buchan is an Instructional Designer with the Institute for Learning and Teaching at Colorado State University (CSU) and was the Program Manager for the Accelerating the Adoption of Adaptive Courseware Grant at Colorado State University. Tonya partners with faculty to integrate research-based educational practices using the CSU Teaching Effectiveness Framework as well as educational technology and learning analytic data into course design and teaching. Tonya’s interests include faculty development, online course design, educational technology, adaptive courseware and active learning.

Jennifer Todd

Instructional Designer>

Jennifer Todd is an Instructional Designer with The Institute for Learning and Teaching at Colorado State University where she is leading an effort to assist faculty and administration in defining effective teaching and using this definition as a framework for setting teaching goals and improving and evaluating teaching excellence. She collaborates with faculty to help them integrate students into every aspect of the learning process – from curricular alignment to assessment – with a focus on engagement, critical thinking, and metacognition. She has twenty-five years teaching, curriculum design, and presentation experience.