FORMATIVE ASSESSMENT (Assessment for learning)

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Reenactment Interviews Thumbs-up Random Reporter Lab Graphic Organizers Exit Tickets Response Cards WHAT STUDENTS PRODUCE Teachers can also monitor student learning through what they produce in class. When teachers have students do projects requiring higher level thinking skills the teacher has a greater insight into their mastery of the standard(s). Students respond better to authentic tasks that duplicate real life experiences in the classroom. The tasks should have a degree of complexity that involves numerous related skills (Tuttle, 2009). Examples of formative assessment tasks students may be assigned to elicit information about where they are in the learning process are listed below. Homework Project Think-Pair-Share Essay Poem KWL Concept Map Drawing Summarization of main ideas Portfolio Letter Webcast Journal Note Podcast Poster Model Brief in class writing assignments Summary Report Power-point Webcast Poster Podcast Black and Wiliam (1998b) encourage teachers to use questioning and classroom discussion as an opportunity to increase their students' knowledge and improve understanding. They caution, however, that teachers need to make sure to ask thoughtful, reflective questions rather than simple, factual ones and then give students adequate time to respond. In order to involve everyone, they suggest strategies such as the following: Invite students to discuss their thinking about a question or topic in pairs or small groups, and then ask a representative to share the thinking with the larger group (sometimes called think-pair-share). Present several possible answers to a question, then ask students to vote on them. Ask all students to write down an answer, and then read a selected few out loud. FLS Page 12
Teachers might also assess students' understanding in the following ways: Have students write their understanding of vocabulary or concepts before and after instruction. Ask students to summarize the main ideas they've taken away from a lecture, discussion, or assigned reading. Have students complete a few problems or questions at the end of instruction and check answers. Interview students individually or in groups about their thinking as they solve problems. Assign brief, in-class writing assignments (e.g., "Why is this person or event representative of this time period in history?) Additional sample strategies that teachers can use to gain information about how well their students are learning are listed below. White boards: Teachers ask students to respond to questions by writing the answer on the boards. In addition, teachers could pose a multiple choice question and students write their choice on the board. Letter-cards: Each student is given a set of cards ranging from A-D, T, and F. The teacher poses a question and students choose their answer and show the appropriate card. True/False questions are also posed. Talk-Time: The teacher poses a question and students answer it in pairs. The teacher walks around the class as students are talking and gleans information this way. Summarizing strategies: There many summarizing strategies that teachers can use to assess student understanding within a lesson (Popham, 2008) In addition to these classroom techniques, tests and homework can be used formatively if teachers analyze where students are in their learning and provide specific, focused feedback regarding performance and ways to improve it. Black and Wiliam (1998, Inside the Black Box) make the following recommendations: ‣ Frequent short tests are better than infrequent long ones. ‣ New learning should be tested within about a week of first exposure. ‣ Be mindful of the quality of test items and work with other teachers and outside sources to collect good ones RECORD OBSERVATIONS Teachers may record the data collected through formative assessment several times during the unit so they can observe patterns in student progress towards mastering the standard(s). There are many ways for teachers to record their observations from paper and pencil to technology based (spreadsheets, data bases) so they can look for patterns in their students’ learning. FLS Page 13
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FORMATIVE ASSESSMENT (Assessment for learning)

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