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Formative assessment
- 1. By: Kiristina Graf ED340 Spring 2016 Kirisitina Graf SPRING 2016 ED 340: Test & Measurements
- 2. What is Formative Assessment Formative Assessment Process Elements of Formative Assessment Why use of Formative Assessment 7 strategies of Formative Assessment Recommended Strategies What are the Benefits Research that support Formative Assessment References
- 3. What is Formative Assessment? Popham (2008) defines formative assessment as “a planned process in which teachers or students use assessment-based evidence to adjust what they are currently doing” FAST SCASS definition: Formative assessment is a process, not any particular test. It is used not just by teachers but by both teachers and students. Formative assessment takes place during instruction. It provides assessment-based feedback to teachers and students. The function of this feedback is to help teachers and students make adjustments that will improve students' achievement of intended curricular aims.
- 5. Elements of Formative Assessment Identifying the gap Feedback Student Involvement Learning Progressions
- 6. Why use Formative Assessment Represents evidence-based instructional decision making. If you want to become more instructionally effective, and if you want your students to achieve more, then formative assessment should be for you. Helps teachers identify the current state of learners’ knowledge and skills; make changes in instruction so that students meet with success; create appropriate lessons, activities, and groupings; and inform students about their progress to help them set goals
- 7. Information gained from formative assessment can help a teacher determine: (1) how to group students (2) whether students need alternative materials (3) how much time to allocate to specific learning activities (4) which concepts need to be re-taught to specific students (5) which students are ready to advance.
- 9. 7 Strategies of Formative Assessment Where am I going?Where am I going? 1. Provide a clear and understandable version of the learning targets. 2. Use examples of strong and weak work. Where am I now?Where am I now? 3. Offer regular descriptive feedback. 4. Teach students to self-assess and set goals. How can I close the gap?How can I close the gap? 5. Design lessons to focus on one aspect of quality at a time. 6. Teach students focused revision. 7. Engage students in self-reflection and let them document and share their learning.
- 10. Recommended Strategies Quick Write Graphic Organizers Cloze Writing Think-Pair-Share or Write-Pair-Share Entry/Exit Cards Student Reflection
- 11. What are the Benefits Teachers can: Determine skills and standards students already know and to what degree Decide what monitor modifications or major changes in instruction they need to make so all students can succeed in upcoming instruction Create appropriate lessons and activities for groups of learners or individual students Inform students about their current progress in order to help them set goals for improvement Students can: Be more motivated to learn Take responsibility for their own learning Become users of assessment alongside the teacher Learn valuable lifelong skills such as self-evaluation, self- assessment, and goal setting
- 12. Research That Support Formative Assessment 1967—Michael Scriven introduces the term “formative assessment” to indicate the evaluation of a program during the planning and developmental stages and making changes in the program for the purpose of improvement. 1971—Bloom, Hastings, and Maddus introduced the idea that assessment not be used solely to make summative evaluations of student performance but to formatively evaluate learning progress at different phases of teaching, providing students with feedback and correction as a way to remediate. 1977—Benjamin Bloom identified two essential elements of formative learning: feedback for students and corrective conditions for all important components of learning, which led to differentiated instruction. 1989—Royce Sadler found that assessment is most effective when students can monitor the quality of their own work through specific provisions that are incorporated directly into instruction.
- 13. References Buchanan, T. (2000). The efficacy of a World-Wide Web mediated formative assessment. Journal of Computer Assissted Learning, 16, 193-200 Black, P., & William, D. (2003). In praise of educational research: Formative assessment. British Educational Research Journal, 29(5), 623-637 Formative Assessment for Students and Teachers (FAST). Retrieved from http://www.ccsso.org/Resources/Programs Formative_Assessment_for_Students_and_Teachers_%28FAST%29.html Melmer, R. Burmaster, E & James, T.K. (2008). The role of interim assessments in a comprehensive assessment system: A policy brief. Retrieved February 24, 2016 from http://www.ccsso.org/publications/details/cfm? PublicationID_362 Popham, W. J. (2008). Transformative assessment. Alexandria, VA: Association for Supervision and Curriculum Development. Popham, J. W. (n.d.). Transformative Assessment. Retrieved February 29, 2016, from http://www.ascd.org/publications/books/108018/chapters Formative-Assessment@-Why,-What,-and-Whether.aspx Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher. 29(7), 4-14 Wininger, R. S. (2005). Using your tests to teach: Formative summative assessment. Teaching Psychology. Retrieve from www.teachingpsychology.com/formative/assessment.pdf