FORMATIVE ASSESSMENT (Assessment for learning)

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All constructive feedback generally have the same characteristics (Black & William, Inside the black box: Raising standards through classroom assessment, 1998; Heritage, 2007; Stiggins, An introduction to student-involved assessment for learniing (5th ed.) , 2007). ‣ It is standards specific; it relates the student’s work specificly to the standards-based performance task and avoids non-task related statements. ‣ It focuses on the critical aspects of learning by concentrating on no more than two to three critical feedback points at a time. Students often shut down emotionally if they hear too much feedback at once. ‣ It has a descriptive, not evaluative tone. ‣ It is immediate or at least timely. The longer the delay, the less meaningful the feedback. ‣ It is clear and direct by succinctly communicating the strength or the gap in student learning. ‣ It provides concrete suggestions for improvement. ‣ It is realistic; suggests small manageable change rather than a large complex one that may cause students to shut down. ‣ It is ongoing; the more feedback the teacher provides, the better they understand what they need to do to improve. ‣ It allows for students own feedback. ‣ It aids students in developing a commitment to change. DELIVERING FEEDBACK – SOME SUGGESTIONS ‣ Accept the student’s difficulty with the standard may not be their fault and let them know that you sincerely want to help them. ‣ Deliver feedback in a caring and nurturing tone or at least a neutral tone. ‣ Use statements designed to focus the student on their specific learning problems. ‣ Use various methods to constantly remind students of the rigor required in learning this standard i.e. what would success look like with the required learning? ‣ Paraphrase students’ responses to help them clarify their thinking. ‣ Scaffold the students’ learning as appropriate. FEEDBACK CATEGORIES WRITTEN FEEDBACK ADVANTAGES Can be referred to frequently ORAL FEEDBACK NONVERBAL TECHNOLOGY Is spontaneous Can promote a Spontaneous and neutral Often spontaneous Often a record of FLS Page 16
There is a record Is a more deliberate response because it is not spontaneous Some students prefer written responses DISADVANTAGES Handwriting must be legible. Takes more time. Students may not understand the feedback. Hawk and Hill (2001) dialogue between student and teacher. Some students prefer oral feedback Easy to forget No record of feedback Students may not understand the feedback Easy to understand Is silent so that others do not hear it Some students prefer nonverbal feedback Easy to forget No record Students may not understand the feedback May work better when requiring lower level thinking feedback Teachers and students need ready access to technology SELF and PEER ASSESSMENT In addition to teacher feedback, when students and their peers are involved in the formative assessment process there are many more opportunities to share and receive feedback. Students can play an important role in their learning through self assessment and peer assignment. Two experimental studies using experimental and control groups have provided evidence that students who understand the learning objectives and assessment criteria and have opportunities to reflect on their work, show greater improvement in learning than those students who do not (Fontana & Fernandes, 1994; Frederiksen & White, 1997 Students with learning disabilities who are taught to use self-monitoring strategies related to their understanding of reading and writing tasks also show performance gains (McCurdy & Shapiro, 1992; Sawyer, Graham, & Harris, 1992). Teachers helping students to provide constructive feedback to each other, and involving students in decisions about how to move learning forward are illustrations of students and teachers working together in the teaching and learning process. Students can develop the competency to meta-cognate and to offer themselves feedback if properly trained in meta-cognition. Helping students to think meta-cognitively about their own FLS Page 17
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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 and 14: Teachers might also assess students
Page 15: The teacher must begin with the end
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FORMATIVE ASSESSMENT (Assessment for learning)

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