SUSD Formative Assessment Implementation: Student Agency

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Abstract/Contents

Abstract: For two academic quarters as part of my fieldwork, I supported WestEd’s partnership with Sunnyside Unified School District. For the last seven years, Sunnyside Unified School District has created and continues to build the infrastructure and culture to successfully implement formative assessment. With the district guiding the learning, WestEd works as a partner to support them by providing professional development opportunities and resources. Through thoughtful planning and creating an intentional plan, the first stage of the work consisted of learning about the formative assessment practice and the evidence-based approach to the work. In March 2022, I visited the site for five days, where I experienced the shift between research and practice. Among my work and visit to the district in Tucson, Arizona, I co-led focus groups, attended sessions on agency with educators and site leaders, attended classroom walks, met with site and district leadership, attended a student cabinet session, and engaged with leaders on the role of student agency and equity in formative assessment. Among the materials, you will find our site visit interview protocols and questions for students and educators, a student agency starter resource guide proposal for the district, a sample lesson informed by the proposal, site presentation, reflection blog, and other supporting material.

Author	Ayala, Yesenia

DOI	https://doi.org/10.25740/xz504yq9237, https://doi.org/10.25740/xz504yq9237
Location	https://purl.stanford.edu/xz504yq9237

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License: This work is licensed under a Creative Commons Attribution Non Commercial 4.0 International license (CC BY-NC).

Preferred citation: Ayala , Y. (2022). SUSD Formative Assessment Implementation: Student Agency . Stanford Digital Repository. Available at https://purl.stanford.edu/xz504yq9237

Policy, Organization Leadership Studies (POLS) Program Field Projects, Graduate School of Education

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