FORMATIVE ASSESSMENT (Assessment for learning)

More documents

Recommendations

Info

FEEDBACK WHY USE FEEDBACK Formative feedback is “the most powerful single moderator in the enhancement of achievement” (Hattie & Jaeger, 1998). Feedback is formative if it leads to improved student learning (Black & William, Assessment and classroom learning, 1998) (Wiggins, 1998). Assessment is formative if the learners can tell specifically from the feedback what they have done well and what they could do next time to improve (Tomlinson & McTighe, 2006). Effective feedback prevents students from reinforcing the same error and prevents the error from becoming part of the students’ procedural or declarative knowledge base (Willis, 2006). Hunter (1982) compares errors in student learning that is not correct to wet cement; once the error is set in the student’s mind it can have a long lasting negative effect on student learning. FEEDBACK PROCESS Analyze Information Collected Diagnose Solution Provide Clear Specific Feedback The teacher’s academic and pedagogical skills are crucial to the effectiveness of formative assessment. When the teacher can establish what the gap is between the current and desired learning of the standard they are better prepared to give meaningful feedback designed to move students in the right direction (Heritage, 2007). In a standards based system the analysis of information and diagnoses of solutions is based upon the specific Pennsylvania standards being taught. The formative assessment process is predicated on maintaining a laser-like focus on the course standards. The teacher is to decipher the gaps in the students’ learning of the standards. The more the teacher knows about their course’s standards based concepts and competencies, the better they will diagnose the weak points in students’ learning of the standards. The Maryland Department of Education (2002) offered recommendations to teachers on one method to improve feedback to students which has been paraphrased below: FLS Page 14
The teacher must begin with the end in mind, often referred to as backward design. Before beginning the unit the teacher should: ‣ target the standards and clarify their meaning for the student ‣ create a comprehensive list of concepts and competencies from the standards and essential questions ‣ define the data collection methods throughout a unit of study ‣ determine how you will analyze and diagnose student response Once the assignment is completed, the teacher should provide descriptive feedback and plan for re-teaching based on who “got it” and who didn’t. The teacher will know who got it and who didn’t by using rubrics linked to the concepts and competencies that were targeted. Students may not be proficient in their learning for numerous pedagogical reasons (Stiggins, 2007). Some reasons are: Students may not have a clear vision of the standards. Students may not be clear on the quality expected of them. Students may not have been focused on the learning tasks. Students may not have sufficient background knowledge. Students may not have had sufficient guided practice Students may require an exemplar. Students may need a visual approach i.e. graphic organizer Students may need a scaffolded approach to learning the standard Students may lack the prerequisite skills for the present learning standard Student learning may be affected by common misconceptions, either conceptual, ( conflicts from preconceived notions that are incorrect i.e. believing space and time is two dimensional) vocabulary (misunderstanding of the meaning of key vocabulary) or factual (rivers always flow north, objects of different weights fall at different speeds, lighting never strikes twice in the same place). After diagnosing the student’s learning problem, the teacher needs to develop effective strategies for moving the student forward. Tunstall and Gipps (1996) indicate that students prefer descriptive feedback (what the student is either doing or saying) as opposed to evaluative feedback (judging the standards-based learning) because evaluative feedback often comes across as a put-down. Feedback can be teacher-directed or focused on the students’ own suggestions for improvement (Hall & Burke, 2003). FLS Page 15
Page 1 and 2: Qwertyuiopasdfghjklzxcvbnmqwertyu i
Page 3 and 4: WHAT IS FORMATIVE ASSESSMENT? The f
Page 5 and 6: performance tasks, prior knowledge
Page 7 and 8: Formative feedback is the single mo
Page 9 and 10: How to find evidence of what the st
Page 11 and 12: ELICIT RESPONSES FROM CLASS DISCUSS
Page 13: Teachers might also assess students
Page 17 and 18: There is a record Is a more deliber
Page 19 and 20: WEB RESOURCES PDE Formative Assessm
Page 21 and 22: Maryland State Department of Educat

FORMATIVE ASSESSMENT (Assessment for learning)

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?