Presentation by Aicha Abidi & Mohamed Nafa supervised by : Ayad CHRAA

1. CRMEF SM – Inzegazne
English department
Module: Testing and Assessment
Formative Assessment:
“Laura Greenstein’s book”
Trainees: Nafa Mohamed
Aicha Abidi
Trainer: Mr. Ayad Chraa
2020-2021

2. What is formative
assessment?
“Formative assessment is a systematic process to
continuously gather evidence about learning. The
data are used to identify a student's current level of
learning and to adapt lessons to help the student
reach the desired learning goal. In formative
assessment, students are active participants with
their teachers, sharing learning goals and
understanding how their learning is progressing,
what next steps they need to take, and how to take
them”. M. Heritage, 2007

3. Cont….
Laura Greenstein (2010) describes formative assessment as
a cycle: “With formative assessment, teaching and
assessing become a cyclical process for continuous
improvement, with each process informing the other”

4. Formative assessment: A
cycle
 The cycle of formative assessment is ongoing. Teachers
continuously check in on students to make sure they are
moving toward mastery of the concepts being taught.
Teachers start by introducing a concept to students and
gathering information on whether or not students
understand. This happens by asking questions to the
whole class or individual students, listening in as
students complete a task, or reviewing work at the end
of an activity or lesson

5. Figure 1.1. The Cycle of
Instruction with Formative
Assessment
Adapted From Laura Greenstein’s: What Teachers Really Want to Know
About Formative Assessment
Identification
of
Objectives,
Goals,
Standards
Targeted
Instruction
Data
Gathering
Data Analysis
Responding
to Data

6. Formative Assessment
• takes place during the learning
process
•allows teachers to adjust instruction
• involves students
• cannot be separated from the
instructional process
• It is for Learning not of learning
(Summative)

7. 7
Teachers, students and parents are the
primary users
Teachers, principals, supervisors, program
planners, and policy makers are the
primary users
During learning After learning
Used to provide information on what and
how to improve achievement
Used to certify student competence
Used by teachers to identify and respond
to student needs
Used to rank and sort students
Purpose: improve learning Purpose: document achievement of
standards
Primary motivator: belief that success is
achievable
Primary motivator: threat of punishment,
promise of reward
Continuous Periodic
Examples: peer assessment, using rubrics
with students, descriptive feedback
Examples: final exams, placement tests,
state assessments, unit tests

8. Formative Assessment gives
teachers information that they can
use to inform their teaching and
improve learning while it is in
progress and while the outcome of
the race can still be influenced.
Laura Greenstein
What Teachers Really Need to Know
about Formative Assessment

9. Formative Assessment:
 Allows for customized learning
 Encourages teachers and students to
work together toward achievement
 Increases student engagement and
motivation
 Increases coherence between
curriculum, instruction and assessment

10. « The india story of blind men and the eflephant»
Perception is different than the truth

11. Essential Principles
Formative Assessment is
Student focused
Instructionally informative
Outcomes based.

12. Student focused
It does not emphasize how teachers deliver information
but, rather, how students receive that information, how
well they understand it, and how they can apply it.
It helps teachers:
Consider each student’s learning needs and styles
and adapt instruction accordingly.
Track individual student achievement.
Provide challenging and motivational instructional
activities.
Design intentional and objective student self-
assessments.
Offer all students opportunities for improvement.

13. Instructionally informative
 During instruction, teachers assess students’
understanding and progress in order to evaluate the
effectiveness of their instructions.
 Formative assessment:
1. Provides a way to align standards, content, and
assessment
2. Allows for the purposeful selection of strategies
3. Embeds assessment in instruction
4. Guides instructional decisions

14. Outcomes based
 Formative assessment focuses on giving frequent
and substantive feedback to students about their
progress, strengths and areas that need
improvement. The objective is to move students
closer to learning goals.

15. Formative assessment:
 Emphasizes learning outcomes
 Makes goals and standards transparent to students
 Provides clear assessment criteria
 Closes the gap between what students know and
desired outcomes
 Provides feedback that is comprehensible, actionable,
and relevant
 Provides valuable diagnostic information by
generating informative data

16. Formative Assessment focuses on
achieving goals rather than determining
if a goal was or was not met.
Reminder:

17. Using formative assessment

18. Formative Assessment prior to Instruction:
The Power of Pre-assessment: Pre-assessment is a key to
effective instructional design.
Teachers need information:
•To make accurate diagnoses and prescriptions for learning.
•To focus teaching on what students haven’t yet learned.
•To avoid redundancy.
•To determine the level of challenge and difficulty each student needs.
•To decide on the final individual learning targets.
Customizing instruction makes it more relevant, engaging, and motivational.

19. Formative Assessment during Instruction:
•Take the pulse of whole-class progress
•Pinpoint individual achievement
•Benchmark learning
•Measure critical thinking
•Monitor changes in beliefs or dispositions
•Provide feedback and support self-
assessment

20. Formative Assessment after Instruction:
•Identify remaining graphs in students’
knowledge, skills, or understanding.
•Determine the selection of final customized
interventions
•Gain insight into the learning that has occured
•Provide opportunuties for thoughtful reflection

21. “If you don’t know where you are
going, you will end up somewhere
else.”
Yogi Berra

22. Formative assessment :
 is done at the end of the learning process.
 is used only for the teacher to adjust instruction.
 can help teachers differentiate instruction.
 can affect scores on summative assessments.
 Students are graded on every formative
assessment.
 Formative instruction and instruction go hand-in-
hand.
Conclusion

23. References:
•Greenstein, Laura. What teachers really need to
know about formative assessment. 2010
•https://www.assessmentnetwork.net/