FORMATIVE ASSESSMENT (Assessment for learning)

More documents

Recommendations

Info

needs of their students. Formative assessment can consist of formal instruments or informal observations. The key is how the results are used. Results should be used to shape teaching and learning. Black and William (1998) define formative assessment broadly to include instructional formats that teachers utilize in order to get information that when used diagnostically alter instructional practices and have a direct impact on student learning and achievement. Under this definition, formative assessment encompasses questioning strategies, active engagement check-ins, (such as response cards, white boards, random selection, think-pair-share, popsicle sticks for open-ended questions, and numbered heads) and analysis of student work based on set rubrics and standards including homework and tests. Assessments are formative when the information is used to adapt instructional practices to meet individual student needs as well as providing individual students corrective feedback that allows them to “reach” set goals and targets. Ongoing formative assessment is an integral part of effective instructional routines that provide teachers with the information they need to differentiate and make adjustments to instructional practice in order to meet the needs of individual students. When teachers know how students are progressing and where they are having trouble, they can use this information to make necessary instructional adjustments, such as re-teaching, trying alternative instructional approaches, or offering more opportunities for practice. The use of ongoing formative classroom assessment data is an imperative. Effective teachers seamlessly integrate formative assessment strategies into their daily instructional routines. SUPPORTING DEFINITIONS Elwood, & Klendowski (2002) believe there is a distinction between “assessment of learning” (assessment for the purposes of grading and reporting with its own established procedures) and “assessment for learning” (assessment whose purpose is to enable students, through effective feedback, to fully understand their own learning and the goals they are aiming for). Assessment for learning requires teachers to never take a student’s grade in and of itself as the only central goal of the assessment. Rather, assessment performance is taken as a proxy for the student’s status with respect to target instructional domain (Popham, 2002). Formative assessment refers to assessment that is specifically designed to generate feedback to improve and accelerate student learning (Sadler, 1998) Formative assessment is defined as assessment carried out during the instructional process for the purpose of improving teaching or learning. To be effective, teachers must be skillful in using various assessment strategies and tools such as observation, student conferences, portfolios, FLS Page 4
performance tasks, prior knowledge assessments, rubrics, feedback, and student self-assessment. More importantly, they must have a deep understanding of the formative assessment process and understand its close relationship to instructional scaffolding (Shepard, Hammerness, Darling- Hammond, & Rust, 2005). Formative assessment occurs when you feed information back to the student in ways that enable the students to learn better or when students engage in a similar self-reflective process. (National Center for Fair and Open Testing 2007) Many researchers have identified what constitutes formative assessment. (Black & William, 1998; Sadler, 1998b; Stiggins, 2007; Heritage, 2007a) The strategies are listed below: 1. Preassessing students. 2. Sharing learning goals with students. 3. Employing quality classroom discourse and questioning. 4. Using rich and challenging tasks that elicit students’ responses. 5. Identifying the gap between where the students are now and the desired standard goal. 6. Providing feedback that helps students identify how to improve. 7. Using self-assessment and peer assessment. 8. Providing students with opportunities to close the gap between current and desired performance. 9. Celebrating learning progress. FORMATIVE ASSESSMENT CYCLE LEARNING PROGRESSIONS Determine goals and define creteria for success Student (s) use feedback to improve learning Analyze Data Diagnose Problem Scaffold Learning Identify Gap Provide clear specific feedback Plan Learning and Instructioanal Modifications FLS Page 5
Page 1 and 2: Qwertyuiopasdfghjklzxcvbnmqwertyu i
Page 3: WHAT IS FORMATIVE ASSESSMENT? The f
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 and 16: The teacher must begin with the end
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?