FORMATIVE ASSESSMENT (Assessment for learning)

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HYPERLINK TO CONTENT What is Formative Assessment? Formative Assessment and Standards Based Systems Why use? Assessment SEQUENCE PREASSESSMENT CLASSROOM MONITORING DURING UNIT FEEDBACK SELF and PEER ASSESSMENT WEB RESOURCES REFERENCES FLS Page 2
WHAT IS FORMATIVE ASSESSMENT? The following definition of formative assessment was adopted by the Council of Chief State School Officers. The definition was developed by the Formative Assessment Advisory Group and the State Collaborative on Assessment and Student Standards and can be found in a paper on the attributes of formative assessment prepared for the Council of Chief State School Officers. Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve student’s achievement of intended instructional outcomes. The above definition requires the following: ‣ Formative assessment is not an adjunct to teaching but, rather, integrated into instruction and learning with teachers and students receiving frequent feedback. ‣ Formative Assessment is a process rather than a particular type of assessment. There is no such thing as a formative test; there are formative assessment strategies that can be implemented during classroom instruction.. ‣ Formative assessment occurs constantly in the classroom. There are five attributes that have been identified to effectively implement the above definition. All of the following attributes need not be present for the assessment to be formative. 1. Learning progressions describe how concepts and skills build in a domain, and show the trajectory of learning along which students are expected to progress. 2. Learning goals should be identified and communicated to the students along with the criteria by which learning will be assessed. 3. Students should be provided with evidenced-based descriptive feedback that is linked to the intended instructional outcomes and criteria for success. 4. Formative assessment is a process that directly engages both teachers and students. Both self and peer assessment are important for providing students an opportunity to think meta-cognitively about their learning. 5. A classroom culture in which teachers and students are partners in learning should be established. Teachers need to support students as they monitor and take responsibility for their own learning by: helping students provide constructive feedback to each other, involving students in decisions about how to move learning forward (McManus, 2008) Pennsylvania defines formative assessment as classroom based assessment that allows teachers to monitor and adjust their instructional practice in order to meet the individual FLS Page 3
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Page 5 and 6: performance tasks, prior knowledge
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Page 11 and 12: ELICIT RESPONSES FROM CLASS DISCUSS
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FORMATIVE ASSESSMENT (Assessment for learning)

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