FAME Research and Development
Formative Assessment for Michigan Educators (FAME) continually invests in program improvement by studying the program’s effects on teachers and students. The FAME Research and Development (R&D) team, under the leadership of Ed Roeber, also engages in development and evaluation of resources used in the FAME program. Comprehensive evaluation reports are written each year. The newest R&D effort is a collection of Focus on FAME resources that summarize various R&D outcomes with implications for current and future FAME participants.
What We’re Working On
The FAME Research and Development Team carries out three types of work in support of the FAME program. Some of the key activities of each type are described below.
The FAME R&D team is currently conducting several research studies:
- Developing criteria to identify teachers who are effective users of the formative assessment process (“hot-spot” classrooms);
- Developing criteria to identify schools and/or districts who effectively promote and support educator use of the formative assessment process (“hot-spot” schools and districts);
- Continuing to examine the ways in which new and returning FAME Learning Teams study and learn to use formative assessment practices; and
- Surveying and interviewing FAME Coaches regarding the ways in which long-term FAME teams have been able to work on the use of the formative assessment process for three or more years.
The FAME R&D team also creates new resources for FAME Coaches and Learning Team members. Current work includes:
- Developing a going-deeper guide on student peer and self-assessment;
- Developing a going-deeper guide on providing descriptive feedback;
- Developing guides for the use of formative assessment in content areas, to demonstrate how disciplinary knowledge and formative assessment practice build on and support one another;
- Summarizing the optimal conditions for effective learning about formative assessment practices at the district, school, and classroom levels; and
- Developing new case studies on effective formative assessment learning by various types of FAME teams.
The FAME R&D team creates professional learning resources and strategies for use in the FAME program to increase the effectiveness of program efforts. This year the team is:
- Developing procedures for interested educators to visit and observe the use of the formative assessment process in “hot-spot” classrooms, schools, and districts; and
- Creating an advanced formative assessment learning program for long-term FAME teams.
How can administrators support teacher learning about the formative assessment process and FAME?
How can administrators support teacher learning about formative assessment and the FAME program?
What strategies do schools use to effectively integrate FAME into other state, district, or school initiatives?
Learn about strategies schools use to effectively integrate FAME into other state, district, and school initiatives.
Through the Lens: The use of video for professional development in FAME
This Focus on FAME publication explains the importance of self-reflection to teacher growth, and describes how to use video and FAME's Formative Assessment Self-Reflection Guide for professional development.
What are the optimal conditions for implementing formative assessment (and the FAME program) in the classroom?
This Focus on FAME publication describes three necessary conditions for successful implementation of formative assessment practices.
Principles of Formative Assessment
This Focus on FAME publication presents twelve principles that undergird formative assessment practices.
What are the benefits of using the formative assessment process?
This Focus on FAME publication describes the significant benefits that formative assessment offers for teachers and students.
The FAME Research and Development Team gathers information on FAME approaches with the potential to be replicated in districts across Michigan. Explore these success stories!
The Kingsley Story: A Principal Embraces Instructional Leadership
A new principal addresses achievement gaps by using state and local assessment data to draft a school improvement plan that included Formative Assessment for Michigan Educators (FAME).
- Principal leadership and long-term commitment
- Integration of FAME into additional strategies
There’s Always Something Good Happening in Corunna
A district-wide initiative to provide and support professional development for teachers includes encouragement to participate in the FAME professional learning model on formative assessment. (Includes video)
- Intentional integration of formative assessment
- “All-in” district-wide approach
The Muskegon Story: Building Trust, Raising Expectations
Working together, an entire county uses the FAME professional learning model to learn and apply formative assessment practices in the classroom.
- County-wide implementation
- Sustained success due to administrator commitment
The Hesperia Story: The Focus is on the Students
An administrator is committed to overcoming the challenges associated with the principalship by helping teachers maximize their efforts and the needs of an ever-changing and ever-challenging population.
- Principal Leadership
- Focus on Students
Accentuate the Formative
This article showcases Michigan teachers using rubrics and video to improve their practices.
2018-19 FAME Development and Evaluation Activities
In this 2018-19 report, the FAME Research and Development Team describes findings related to FAME participant needs, ways in which the FAME resources are used, and additional resources to enhance the program.
2017-18 Development and Evaluation Activities
This summary of the 2017-18 FAME Research and Development activities includes information about FAME outcomes and resources created by the team.
Meet the Team
Assessment Director, Michigan Assessment Consortium
Ed has been involved as a FAME research and development specialist since the program’s inception in 2007. He believes formative assessment is a key strategy that helps all students, especially low achieving ones, experience academic success. “I enjoy most when I hear or observe teachers indicate how FAME has changed how they teach and the success that their students are having,” Ed says. He also enjoys it when students reflect on how formative assessment has changed their perceptions of themselves as learners. “These are the essence of what FAME is about.”
FAME Research & Development Team, Michigan Assessment Consortium
Tara has been involved with FAME since Fall 2010 as a research assistant at Michigan State University. She has participated in a range of research and development work for the project. She enjoys seeing what the FAME work makes possible for teachers and students across Michigan as they implement formative assessment processes in their classrooms. “FAME helps teachers to empower and support learners to become self-directed and meaningfully engaged in achieving their learning goals,” Tara says. She enjoys learning and about and sharing the exceptional work of the FAME Coaches and Learning Teams. “I really appreciate the opportunity to develop materials to meet the needs of the FAME program participants. It is great to hear feedback and then take steps to support their work.”
FAME Research & Development Team, Michigan Assessment Consortium
Denny has been part of the FAME program since 2008, first as a “coach of coaches” with Measured Progress and later as part of the FAME R&D Team. Denny values the opportunity FAME gives him to contribute to the improvement of education in a positive way. “I’ve enjoyed all of my experiences with FAME; I especially like contributing to the creation of resources that teachers can actually use to help improve their instruction and help students learn.”
Research Associate, Michigan State University
John has been involved in the FAME program for eight years, serving primarily as a researcher for the FAME program and developer of FAME program resources. He appreciates how the FAME work gives him a chance to contribute to the larger effort of promoting formative assessment practices in the classroom. “As a researcher, I sometimes feel disconnected from the teachers and students in Michigan schools,” John says. “The FAME program offers me the opportunity to reconnect.” He most enjoys helping to develop resources that teachers and students will use in the service of enacting the formative assessment process. “I find great satisfaction in helping to develop these resources because of the tangible contribution that they make to the lives of teachers and students.”