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Formative assessment involves gathering information from students during instruction to help them learn more effectively. It provides feedback to students so they can improve, unlike summative assessment which evaluates learning after instruction. Formative assessment strategies include anticipation guides, circle maps, carousels, knowledge rating charts, and Frayer models. Exit cards and thumbs up/down are examples of informal formative assessment techniques teachers can use to quickly check student understanding and pace of instruction. The goal of formative assessment is to help students learn, not just evaluate what they have learned.
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The document discusses formative assessment and its integration into curriculum. It provides background on formative assessment, describing how it originated in the 1960s-1980s and was further developed and promoted by researchers like Black and Wiliam in the late 1990s. The document also outlines five key characteristics of formative assessment, including clarifying learning intentions, eliciting evidence of learning, providing feedback, activating students as teachers for each other, and empowering student ownership. A variety of specific formative assessment strategies are presented for implementing these characteristics in the classroom.
Pbl assessment
The document discusses assessment in education. It defines assessment as gathering and interpreting information about students' responses to educational tasks. It outlines different types of assessment including diagnostic, formative, summative, and portfolio assessment. The document emphasizes that assessment should be learner-centered and used to modify teaching and learning. It discusses formative assessment and the importance of providing students with effective feedback to improve learning.
Inquiring Minds Want to Know: How to Use the Question Formulation Technique t...
The document discusses using the Question Formulation Technique (QFT) to promote inquiry-based learning. It explains that QFT is a structured process where students generate their own questions about a topic. The technique helps students improve higher-order thinking skills like divergent, convergent, and metacognitive thinking. The QFT process involves focusing questions, producing questions without judgment, categorizing questions, prioritizing questions, and reflecting. When used in information literacy lessons, QFT can help students develop authentic questions that fuel curiosity and deeper learning.
Lakeview differentiation
The document discusses differentiation and strategies to support it in the classroom. It defines differentiation as ensuring students have options for taking in information, organizing ideas, and expressing what they learn. The document promotes creating a learning environment that incorporates formative assessment, student choice, and strategies like graphic organizers to aid student understanding. Areas that support differentiation include assessment, student choice, and using strategies that are both simple and encourage long-term student choice.
Inquiry learning strategies with big data
The document discusses inquiry-based learning using "big data" strategies. It defines inquiry-based learning as student-driven investigation of questions and problems. With big data, large data sets are available online for students to analyze. The document reviews different types of inquiry research and provides examples of online tools for data analysis. It then outlines the process for guiding students through inquiry learning, including developing hypotheses, collecting data, and sharing results. Finally, it discusses shifting existing lessons to an inquiry-based format and allowing students to generate their own questions.
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Jost_slideshare
- 1. Formative Assessment “what is it and how to use it?” Dave Jost EDIM 510
- 2. Take a second… How are these related??? A dipstick under the car hood A blood pressure cuff A thermometer
- 3. Formative Assessment Formative assessment occurs when teachers feed information back to students in ways that enable the students to learn better
- 4. Formative vs. Summative • Summative How much students have learned at a particular point in time • Formative How can we use assessments to help students learn MORE
- 5. Formal Assessment Strategies • Anticipation guides • Circle map • Carousel • Knowledge rating chart • Frayer model
- 6. An Example… • Exit Cards – Students look back on what was covered in class – Teacher get a “snapshot” of what students learned
- 7. Another Example… • Thumbs up/thumbs down • Are the students OK with this topic or do they need more time?
- 8. Resources • Llyod,D., Davis, M., & Skol, N. (2013, February 8). Formative assessment: How can we help students learn more? Unpuplished typescript, Colonial IU20, Easton, PA • flicker. (2006). Education. Retrieved from https://flic.kr/p/aGKXAt • flicker. (2006). Educational. Retrieved from https://flic.kr/p/CFGaZ • flicker. (2013). Ruler. Retrieved from https://flic.kr/p/dZcv2v • flicker. (2010). School. Retrieved from https://flic.kr/p/86MAhV • flicker. (2011). School. Retrieved from https://flic.kr/p/a9Va2A
Editor's Notes
- Today we are going to talk about formative assessment. We will take a look at what formative assessment is, how it is used and some examples of it.
- Take a second and read the list. How are these items related? Of course, these items are all things that give you a measurement, a gage as to where something is, the status of something. The level of a car’s oil, a person’s blood pressure, the temperature outside. It is good to know these things before there is a problem. If you did not know that your car was low on oil, at the end of a long trip, your car’s engine could seize up. Why wait until you ruin your car when you could have done things, like put more oil in your car, along the way.
- In the world of education, teachers need to take these “measurements” along the way before it is too late. This is accomplished with formative assessment. Having a student fail a unit test is not the correct time to realize that the student was not “getting” the information. This could have been seen long before and prevented.
- That is the difference between summative assessment and formative assessment. It is a current teacher’s responsibility to be aware of the progress students are making along the way. By using formative assessment, a teacher can make the appropriate changes to lessons and activities to be differentiate to give each student the best chance at succeeding. The one size fits all approach is no longer appropriate as teachers cannot just deliver content and give a test to see how much a student has learned.
- There are many different types of formative assessment. One important aspect that I have taken with me from in-services and workshops years ago was that formative assessment should be planned. Teachers need to be aware of points in one’s curriculum that serve as check points along the way. Whatever the specific strategy you choice to use, it should be planned to give the educator the best idea of where his/her students are at.
- Exit cards are a great closure activity in the classroom. It serves two purposes for formative assessment. It is good for the individual student to reflect back upon the content and organize it in their words and put it on paper. As well, the teacher can see what material the class is good with and what material one, some, or many students need more time and help with.
- A fun formative assessment activity involves students putting their heads down and responding with a thumbs up or thumbs down to the teachers questions. This is a quick way for a teacher to easily see if the class is ready to move on to the next topic or not.