Formative Assessment: Cohort 12

Formative Assessment Series


Formative Assessment

According to the Council of Chief State School Officers (CCSSO),

Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.

In addition, there are five attributes identified from research as critical features of formative assessment: learning progressions, learning goals and criteria for success, descriptive feedback, self- and peer assessment, and collaboration where teachers and students are partners in learning. When these elements are incorporated into practice academically there are significant learning gains. Paul Black and Dylan William (Black, Wiliam, 1998) found in their research that effect sizes range from .4 to .7 with low-achieving students, including those with disabilities.

Formative Assessment Series

To assist in the learning and eventual implementation of formative assessment, the State Support Team Region 1 is pleased to sponsor this four-part series, presented by Bob Holman and Frank Beickelman.

This formative assessment series is designed for classroom teachers and members of District Leadership Teams (DLTs), Building Leadership Teams (BLTs), and Teacher Leadership Teams (TBTs), to deeply implement with fidelity research-based formative and instructional practices in the classroom.


Dates, Location & Information

The four-day series will take place October 17, November 14, and December 12, 2019, and February 20, 2020. All sessions will be held from 8:30 a.m. to 3:30 p.m. at the Educational Service Center of Lake Erie West, located at 2275 Collingwood Boulevard in Toledo, Ohio. Participants MUST attend all four sessions. Contact hours are available to those completing all dates. Lunch is not provided. Questions regarding this series should be directed to Ralph Schade, M.Ed., at 800.346.8495, extension 154.


Registration Note

This event is for a predetermined audience. Registration is not open to outside attendance.


Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148.

This article is available through INFOhio, through the EBSCO Host Professional Development Collection. For more information, visit INFOhio.

Formative Assessment Outcomes


Upon completing this series, participants will be able to do the following:

  • understand the fundamental difference between formative and summative assessment;
  • implement research-based formative assessment practices, strategies, and instruction in the classroom;
  • construct clear classroom learning targets from common core, state, or national content standards;
  • differentiate instruction based on assessment data;
  • focus feedback to students that will increase their learning of specific learning targets;
  • audit assessments;
  • differentiate instruction in the classroom to fit the needs of diverse learners; and
  • identify grading practices that do not accurately represent learning.

This series is designed for districts implementing the Ohio Improvement Process (OIP)—members of District Leadership Teams (DLTs), Community School Leadership Teams (CSLTs), Building-Level Leadership Teams (BLTs), and Teacher-Based Teams (TBTs)—and principals, special education directors, and curriculum directors. Teams must also include an intervention specialist, as this is required.

Bob Holman


Bob Horman

Bob Holman has presented at numerous national and regional conferences, including The National Middle School Association; The Assessment Training Institute, Summer Conference; Battelle for Kids, National Value Added Conference; The Ohio School Boards Association; Ohio Gifted and Talented Conference; and The Ohio Association of Secondary School Administrators.

Bob works with an average of six hundred teachers each week. He is often complimented on his numerous classroom strategies, research based examples, and his down to earth approach to professional development.

Bob previously served as a middle school teacher, instructional coach and curriculum coordinator in the Westerville City School District, in Westerville, Ohio. As the district’s middle school instructional coach, he worked to build district-wide capacity to enact sound assessment and grading practices.

Bob also facilitated Assessment for Learning teams and led in the district’s development of clear learning targets based on the Ohio middle school Academic Content Standards. Bob holds a M.A. in Curriculum and Instruction from Ashland University and received his B.A. from Muskingum College. He is certified to teach 7-12 biology, history, and business. He has also completed training with Jim Knight’s Instructional Coaching Institute as well as the Assessment Training Institute/Leading professional Development.


Bob is currently with Mindful Education, LLC.

Frank Beickelman


Frank BeickelmanFrank Beickelman has an extensive background in education, having been in the field for the last twenty-five years. He first served as a secondary English teacher in Central Ohio. Frank was at The Ohio State University’s Department of Teaching and Learning, where he lead both the undergrad and graduate licensure programs for English Language Arts and Social Studies.

In addition to teaching courses at OSU in content area reading, young adult literature, and field-based English methods, Frank also co-authored the State of Ohio’s Institute for Reading Instruction (SIRI) for adolescents and has served as a SIRI lead instructor and state trainer throughout the state. He is also involved with several of the Ohio Department of Education’s programs, including Resident Educator; Teacher Evaluation System; Response to Intervention; and PARCC/AIR testing.

Frank travels the nation working with school districts in the areas of content literacy, curriculum mapping, assessment literacy, formative assessment, testing preparation, and instructional best practices. He has also presented at numerous national and regional conferences, including NCTE; OCEA; NHA; and AERA.

Frank is currently with Mindful Education, LLC.