Formative assessment involves providing students with continual, explicit feedback to help them track their learning progress. It helps students answer questions about where they are in their learning, where they need to go, and how to close gaps. Effective formative assessment uses learning progressions, short-term goals, clearly defined learning goals and criteria, and descriptive feedback tailored to individual students. Strategies for formative assessment include clinical interviews using math problems to assess understanding, allowing time for self-assessment and making connections between concepts.

1. Formative AssessmentBy: Michelle Osborn

2. What is Formative Assessment?Continual, explicit feedback to students.Assists students in answering three questions:Where am I going?Where am I now?How can I close the gap between the two?To ensure students can bridge the gap between the two feedback must be descriptive and specific.

3. Five Attributes of Effective Formative AssessmentLearning ProgressionsShow course students should follow to achieve goalsShort-term goalsSub-goalsLearning Goals and Criteria for SuccessClearly identified and communicated to studentsExplained in user friendly language

4. Five Attributes Continued…Descriptive FeedbackEvidence based feedbackLearner specificSelf and Peer-AssessmentEnables students to take responsibility for their learningCollaborationPartners in learning

5. Strategies for Formative AssessmentThe Clinical Interview – Part 1Asses studentsQuick computational problemshttp://www.learnnc.org/lp/editions/pcmath/1253Analysis: Student had developed number sense

6. Strategies Continued…The Clinical Interview – Part 2Photo Enlargement ProblemAnalysis: Significant student recognized task and set up proportion

7. Strategies Continued…The Clinical Interview – Part 3Pool/Walkway Problem : A swimming pool in the shape of a rectangle is surrounded by a 3 foot wide walkway. The pool is 32 feet long. How long would a fence have to be to enclose the walkway and the pool?

8. Analysis: Mathematical reasoning not strongStrategies Continued…The Clinical Interview Parts 4 thru 6Additional mathematical problems:Visualizing halvesLarge and small cubesFractions and decimalsAnalysis: Student lacks mathematical reasoning.

9. Strategies Continued…Assess the Learning ProcessAsk different types of questionsComprehension QuestionsKinesthetic QuestionsVisual QuestionsAnalytical QuestionsGrading Rubric

10. Strategies Continued…Listening While You WorkAllow time for students to react to their experiencesHave students describe their prior knowledgeInformal brainstormingListen to students respond to open-ended assessments

11. Strategies Continued…Make Connections Between ConceptsConnect the puzzle piecesMake time in class for students to respondAsk your students what is working and what is not

12. ReferencesBuher, Gretchen & Walbert, David. Assessing The Learning Process. LEARN North Carolina, Available on the web at www.learnnc.org/lp/pages/645. (accessed March 15, 2010)Coffey, Heather. Formative Assessment. LEARN North Carolina, Available on the web at www.learnnc.org/lp/pages/5212. (accessed March 15, 2010)Smith Johnson, Kristi. Listening While You Work: Using informal assessments to inform your instruction. LEARN North Carolina, Available on the web at www.learnnc.org/lp/pages/260. (accessed March 15, 2010)Smith Johnson, Kristi. Making Connections between Concepts. LEARN North Carolina, Available on the web at www.learnnc.org/lp/pages/261. (accessed March 15, 2010)Walbert, David. The Clinical Interview. LEARN North Carolina, Available on the web at www.learnnc.org/lp/pages/786. (accessed March 15, 2010)