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Its definition, basic principles and benefits to
students and teachers
Formative assessment

“Any task or activity which creates feedback (or
feedforward) for students about their learning.
For...
The Assessment Reform
Group has set out that
assessment for learning
should:
be part of effective planning of teaching and learning

focus on how students learn

be recognised as central to classroom...
take account of the importance of learner motivation
promote commitment to learning goals and a shared
understanding of th...
Teachers are able to determine what standards students already know
and to what degree.
Teachers can decide what minor mod...
Students
are more
motivated
to learn.

Students take
responsibility
for their own
learning.

Students can
become users
of ...
Information sources:
Wikipedia Formative Assessment
http://en.wikipedia.org/wiki/Formative_assessment
Scottish Government
...
Formative assessment in uk education
Formative assessment in uk education
Formative assessment in uk education
Formative assessment in uk education
Formative assessment in uk education
Formative assessment in uk education
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Formative assessment in uk education

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Formative assessment
“Any task or activity which creates feedback (or feedforward) for students about their learning. Formative assessment does not carry a grade which is subsequently used in a summative judgement.”

Formative feedback
Formative feedback is any information, process or activity which affords or accelerates student learning based on comments relating to either formative or summative assessment activities.”

Irons (2008:7):

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Transcript of "Formative assessment in uk education"

  1. 1. Its definition, basic principles and benefits to students and teachers
  2. 2. Formative assessment “Any task or activity which creates feedback (or feedforward) for students about their learning. Formative assessment does not carry a grade which is subsequently used in a summative judgement.” Formative feedback Formative feedback is any information, process or activity which affords or accelerates student learning based on comments relating to either formative or summative assessment activities.” Irons (2008:7):
  3. 3. The Assessment Reform Group has set out that assessment for learning should:
  4. 4. be part of effective planning of teaching and learning focus on how students learn be recognised as central to classroom practice be regarded as a key professional skill for teachers be sensitive and constructive because any assessment has an emotional impact
  5. 5. take account of the importance of learner motivation promote commitment to learning goals and a shared understanding of the criteria by which they are assessed enable learners to receive constructive guidance about how to improve develop learners’ capacity for self-assessment so that they can become reflective and self-managing recognise the full range of achievements of all learners
  6. 6. Teachers are able to determine what standards students already know and to what degree. Teachers can decide what minor modifications or major changes in instruction they need to make so that all students can succeed in upcoming instruction and on subsequent assessments. Teachers can create appropriate lessons and activities for groups of learners or individual students. Teachers can inform students about their current progress in order to help them set goals for improvement.
  7. 7. Students are more motivated to learn. Students take responsibility for their own learning. Students can become users of assessment alongside the teacher. Students learn valuable lifelong skills such as selfevaluation, selfassessment, and goal setting.
  8. 8. Information sources: Wikipedia Formative Assessment http://en.wikipedia.org/wiki/Formative_assessment Scottish Government http://www.scotland.gov.uk/Publications/2004/10/19 947/42988 TASC Software http://www.tascsoftware.com/web/products/smyle/sm yle.aspx
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