This document discusses formative assessments and feedback. It defines formative assessments as assessments used during instruction to help teachers and students adjust their approaches to improve learning. The document outlines different types of assessments and principles of effective formative assessments. It also discusses the importance of feedback and strategies for providing effective feedback, including timing, amount, mode, focus, tone and more. Finally, it discusses how formative assessments and feedback can support both successful students and struggling learners.
Features of Classroom Formative AssessmentCarlo Magno
The present report addresses the need to describe and explain the important features of formative assessment when used with instruction. There are nine principles that explain both theory and practice in the conduct of formative assessment inside the classroom. These nine principles serve as a set of expectations to help teachers ascertain better practice of formative assessment when teaching. These nine principles include: (1) Formative assessment works along with the perspectives of assessment “for” and “as” learning; (2) Formative assessment is embedded with instruction; (3) Helping the students focus on the learning goal; (4) Diagnostic assessment on the target competency serves the function of formative assessment; (5) Formative assessment moves from determining discreet skills to integrated skills; (6) Using continuous and multiple forms of assessment; (7) Feedback practices using assessment results; (8) Working out with students to reach the learning goal; and (9) Deciding to move instruction to the next competency.
As a result of some learning experience, the learner should be able to do/perform certain tasks. A learning outcome is what a student should be able to do at the end of a program, course, or instructional unit informal education.
Features of Classroom Formative AssessmentCarlo Magno
The present report addresses the need to describe and explain the important features of formative assessment when used with instruction. There are nine principles that explain both theory and practice in the conduct of formative assessment inside the classroom. These nine principles serve as a set of expectations to help teachers ascertain better practice of formative assessment when teaching. These nine principles include: (1) Formative assessment works along with the perspectives of assessment “for” and “as” learning; (2) Formative assessment is embedded with instruction; (3) Helping the students focus on the learning goal; (4) Diagnostic assessment on the target competency serves the function of formative assessment; (5) Formative assessment moves from determining discreet skills to integrated skills; (6) Using continuous and multiple forms of assessment; (7) Feedback practices using assessment results; (8) Working out with students to reach the learning goal; and (9) Deciding to move instruction to the next competency.
As a result of some learning experience, the learner should be able to do/perform certain tasks. A learning outcome is what a student should be able to do at the end of a program, course, or instructional unit informal education.
K to 12 Grading Sheet Deped Order No. 8 S. 2015 PPT presentationChuckry Maunes
Download Link Found Here
https://teachingtools-stuff.blogspot.com/2017/02/k-to-12-grading-sheet-deped-order-no.html
For the Grading Sheet Spreadsheet
http://www.slideshare.net/chuckrymaunes5/k-to-12-grading-sheet-based-on-deped-order-no-8-series-of-2015
How do we know when our students are learning?Assessment of student learning is necessary to determine students’ strengths and weaknesses so that we can determine if students have learned the objectives and developed their skills. During the next year we will be providing faculty with resources to help them develop meaningful formative assessments to enhance their instruction. Faculty will be expected to include a formative assessment within each course and syllabus. Formative assessments help faculty determine how to modify their instruction from week to week to meet students’ needs. It is an assessment for learning. In contrast, summative assessments, such as course finals, are an assessment of learning. While both assessment approaches are necessary, our focus this year is to increase the use of formative assessments in our classes to improve learning. Fook & Sidhu (2010) succinctly captures the importance of assessment: “Many learning institutes have forgotten the ultimate purpose of the assessment actually is not only to prove but also to improve students’ learning” (p. 154).
Continuous and comprehensive evaluation (cce)Waheeda Bushra
CONTINUOUS & COMPREHENSIVE EVALUATION
The presentation is made for B. Ed. students.
Reference:
https://youtu.be/gRNq-mDcdQU (epg-Pathshala)
https://www.slideshare.net/josesheba/continuous-and-comprehensive-evaluation
https://www.slideshare.net/NajmaKazi/cce-presentation-5457317
Teachers' formative assessment practices in the classroom: a literature revie...Judith Gulikers
This presentation described our literature review on: What teachers DO in the classroom when they implement formative assessment practices. It also describes the formative assessment cycle that we used as conceptual and analytical framework to deduce all teacher activities from literature
Assessment for learning at UK client forum in Birmingham - June 2012Morten Fahlvik
My presentation at the UK itslearning client forum June 12th 2012 in Birmingham. The presentation gave a brief overview of the concept of assessment for learning (afl) and demonstrated how itslearing can support it. I talked about the potential of combining physical and online classrooms and presented the work behind the itslearning whitepaper on assessment for learning. The whitepaper can be downloaded at http://www.itslearning.eu/assessment-for-learning
The objectives of this session are: (1) Identify the characteristics of an effective research mentor, (2) Identify issues and problems in thesis/research mentoring. (3) Make a flowchart of the mentoring process
K to 12 Grading Sheet Deped Order No. 8 S. 2015 PPT presentationChuckry Maunes
Download Link Found Here
https://teachingtools-stuff.blogspot.com/2017/02/k-to-12-grading-sheet-deped-order-no.html
For the Grading Sheet Spreadsheet
http://www.slideshare.net/chuckrymaunes5/k-to-12-grading-sheet-based-on-deped-order-no-8-series-of-2015
How do we know when our students are learning?Assessment of student learning is necessary to determine students’ strengths and weaknesses so that we can determine if students have learned the objectives and developed their skills. During the next year we will be providing faculty with resources to help them develop meaningful formative assessments to enhance their instruction. Faculty will be expected to include a formative assessment within each course and syllabus. Formative assessments help faculty determine how to modify their instruction from week to week to meet students’ needs. It is an assessment for learning. In contrast, summative assessments, such as course finals, are an assessment of learning. While both assessment approaches are necessary, our focus this year is to increase the use of formative assessments in our classes to improve learning. Fook & Sidhu (2010) succinctly captures the importance of assessment: “Many learning institutes have forgotten the ultimate purpose of the assessment actually is not only to prove but also to improve students’ learning” (p. 154).
Continuous and comprehensive evaluation (cce)Waheeda Bushra
CONTINUOUS & COMPREHENSIVE EVALUATION
The presentation is made for B. Ed. students.
Reference:
https://youtu.be/gRNq-mDcdQU (epg-Pathshala)
https://www.slideshare.net/josesheba/continuous-and-comprehensive-evaluation
https://www.slideshare.net/NajmaKazi/cce-presentation-5457317
Teachers' formative assessment practices in the classroom: a literature revie...Judith Gulikers
This presentation described our literature review on: What teachers DO in the classroom when they implement formative assessment practices. It also describes the formative assessment cycle that we used as conceptual and analytical framework to deduce all teacher activities from literature
Assessment for learning at UK client forum in Birmingham - June 2012Morten Fahlvik
My presentation at the UK itslearning client forum June 12th 2012 in Birmingham. The presentation gave a brief overview of the concept of assessment for learning (afl) and demonstrated how itslearing can support it. I talked about the potential of combining physical and online classrooms and presented the work behind the itslearning whitepaper on assessment for learning. The whitepaper can be downloaded at http://www.itslearning.eu/assessment-for-learning
The objectives of this session are: (1) Identify the characteristics of an effective research mentor, (2) Identify issues and problems in thesis/research mentoring. (3) Make a flowchart of the mentoring process
An Introduction to Formative Assessment for School Teachers.pptAbdelmoneim Abusin
To review and reflect on formative assessment practice for School Teachers. As a focus for professional development in formative assessment for secondary schools.
Three phases of college instruction. The pre-engagement phase. Countdown to course start. The engagement phase. The post-engagement phase. Phases of college instruction. Conceptualization. Relevance to the teaching-learning effort. Adult education perspective on activities. Educational psychology perspective on activities. Further research needed.
This power point is about the didactic assessment. It is all about the didactic assessment definitions, related concepts, types, and didactic assessment tools.
Dr. Pat Reeves presentation for the WMU ACL Fish Bowl session at the 2017 ACL WMU workshop at the Traverse City, MI Resort featuring the leadership team from Oriole Park Elementary, Wyoming (Michigan) Public Schools.
Distributive leadership is not necessarily the “act” of distributing power, but the mindset (or perspective) a given leader takes about how to operate within a given organization (Spillane, 2006)
Data Informed Decision Making for Achievement Centered Leadership Project by Dr. Walter Burt and Dr. Patricia Reeves, Western Michigan University, Educational Leadership, Research and Technology Department
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
2. 2
Real Time Embedded Assessments
Goals:
1. To understand the different types of assessments.
2. To understand the impact formative assessments have on
student achievement.
3. To understand the how teacher evaluations, both
formative and summative impact student achievement.
3. Real Time Embedded Assessments
What are assessments?
What is the purpose of these assessments?
Do these assessments provide the data we need?
Do grades motivate students?
Should teachers take responsibility for student learning?
3
4. Real Time Embedded Assessments
Kellough (1999) lists the purposes of asssessements
• To assist student learning
• To identify students’ strengths and weaknesses
• To assess the effectiveness of a particular instructional
strategy
• To assess and improve the effectiveness of curriculum
programs
• To assess and improve teaching effectiveness
• To provide data that assist in decision making
• To communicate with and involve parents
4
5. Real Time Embedded Assessments
Kellough also suggests that students need the answers to
the following questions:
• Where am I going?
• Where am I now?
• How do I get where I am going?
• How will I know when I get there?
• Am I on the right track for getting there?
5
6. Real Time Embedded Assessments
The American Association for Higher Education (AAHE)
has established nine principles for implementing
instructional assessments:
• The assessment of student learning begins with
educational values.
• Assessment is most effective when it reflects an
understanding of learning as multidimensional,
integrated, and revealed in performance over time.
• Assessment works best when the programs it seeks to
improve have clear, explicitly stated purposes.
6
7. AAHE Principles (cont.)
• Assessment requires attention to outcomes but also and
equally to the experiences that lead to those outcomes.
• Assessment works best when it is ongoing, not episodic.
• Assessment fosters wider improvement when
representatives from across the educational community
are involved.
• Assessment makes a difference when it begins with
issues of use and illuminates questions that people really
care about.
• Assessment is most likely to lead to improvement when
it is part of a larger set of conditions that promote
change.
7
12. Summative Assessments
• State tests (MEAP, MME, etc)
• District benchmark
• Chapter tests
• Unit tests
• Final exams
• All are graded in some form
12
13. Formative Assessments - definitions
Bell and Cowie (2001) “the process used by teachers and
students to recognize and respond to learning in order to
enhance that learning, during the learning.”
Popham (2008) as a planned process in which
assessment-elicited evidence of students’ status is used
by teachers to adjust their ongoing instructional
procedures or by students to adjust their current learning
tactics.
13
14. Formative Assessments - definitions
Garrison and Ehringhaus (2011) view formative
assessments as providing the information necessary to
adjust teaching and learning while they are happening.
14
15. Formative Assessments
Research has shown the formative assessments
implemented properly provide dramatic gains in learning.
The work of Black and William (1998) found that the gains
in learning by using formative assessments were
“amongst the largest ever reported for educational
interventions.”
Formative assessment works and there is no particular
formula to follow and it appears to work very well for
slow learners (Popham, 2008)
15
16. Is This Formative Assessment?
Measuring Poetry
Robin Williams Video from the
Dead Poet Society
http://youtu.be/tmayC2AdkNw
16
17. Formative Assessment
Marzano (2010) explains the elements of formative
assessment
• 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
17
18. Marzano’s Elements (cont.)
• 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
18
19. Formative Assessment w/o Technology
• Robin Williams’ In Class Assignment
from Dead Poet Society cut 4 3:28 minutes
http://youtu.be/2EdWgsTUhmI
19
20. Feedback
Effective feedback is critical in the formative assessment
process.
Students need to know what skills and knowledge they are
to gain, how close are they to achieving those skills, and
what do they need to do next in order to be a successful
learner.
Provides motivation for students.
20
21. Feedback
Hattie and Timperley (2007) model for feedback
• Feedback about the task – whether answers are right or
wrong or directions to get more information.
• Feedback about the processing of the task – strategies
used or strategies that could be used.
• Feedback about self-regulation – feedback about student
self evaluation or self confidence.
• Feedback about the student as a person.
21
22. Feedback
Marzano (2003) best ways to use feedback
• Feedback should be “corrective” in nature – provide
students with an explanation of what they did right and
wrong.
• Feedback should be timely – immediately following an
assessment
22
23. Marzano Feedback (cont.)
• Feedback should be specific to a criterion – it should
reference a specific level or skill or knowledge.
• Students can effectively provide some of their own
feedback – students keeping track of their performance
as learning occurs.
23
24. Feedback
Marzano indicates that feedback must be based on
criterion or goals.
• Instructional goals narrow what students focus on.
• Instructional goals should not be too specific.
• Students should be encouraged to personalize the
teacher’s goals.
24
25. Goals
Brookhart (2008) states that teachers must be sure to do
the following with each assignment:
• Require student work to demonstrate the content
knowledge or skills specified in the learning target.
• Require students to demonstrate the cognitive process
specified in the learning target.
25
26. Brookhart (cont.)
• Provide students with complete and clear directions.
• Specify the criteria for good work (which will be the
criteria for both feedback and final evaluation).
26
27. Feedback Strateties
Timing
• Provide immediate feedback for knowledge of facts
• Delay feedback slightly for more comprehensive reviews
of student thinking and processing
• Never delay feedback beyond when it would make a
difference to students
• Provide feedback as often as is practical, for all major
assignments
27
28. Feedback Strategies (cont.)
Amount
• Prioritize – pick the most important points
• Choose points that relate to major learning goals
• Consider the student’s developmental level
28
29. Feedback Strategies (cont.)
Mode
• Select the best mode for the message. Would a
comment in passing the students desk suffice? Is a
conference needed?
• Interactive feedback is best
• Give written feedback on written work
• Use demonstration if how to do something is an issue
29
30. Feedback Strategies (cont.)
Audience
• Individual feedback makes the student feel the teacher
values their learning
• Group/class feedback works if most of the class missed
the concept – re-teaching opportunity
30
31. Feedback Strategies (cont.)
Focus
• When possible, describe both the work and the process
• Comment on the student’s self-regulation if the comment
will foster self-efficacy
• Avoid personal comments
31
32. Feedback Strategies (cont.)
Comparison
• Use criterion-referenced feedback for giving information
about the work itself
• Use norm-referenced for giving information about
student processes or effort
• Use self-referenced for unsuccessful learners who need
to see the progress they are making, not how far they
are from the goal
32
33. Feedback Strategies (cont.)
Function
• Describe – don’t judge
Valence
• Use positive comments that describe what was done
well
• Accompany negative descriptions of the work with
positive suggestions for improvement
33
34. Feedback Strategies (cont.)
Clarity
• Use vocabulary and concepts the student will
understand
• Tailor the amount and content of feedback to the
student’s developmental level
34
35. Feedback Strategies (cont.)
Specificity
• Make the degree of specificity to the student and the
task
• Make feedback specific enough that they know what to
do, but not so specific that it is done for them
• Identify errors or types of errors, but do not correct
everyone – leave some for the student to correct
35
36. Feedback Strategies (cont.)
Tone
• Choose words that communicate respect for the student
and the work
• Choose words that position the student as the agent
• Choose words that cause students to think or wonder
36
37. Types of Learners
Successful Students
• Successful students are typically interested in school
and learning and want to do well on assignments.
• They also greatly benefit from constructive feedback on
their skills and knowledge.
• These students do self-assessements spontaneously
whether or not the teacher provides opportunities for this
activity.
37
38. Types of Learners
Successful Students (cont.)
• Teachers may often neglect to provide feedback to these
successful students to spend more time with slower
learners.
• Successful students will achieve even more with proper
feedback.
• No student should be neglected by the teacher even
though they are perceived as successful.
38
39. Types of Learners
Struggling Students
• Struggling students are those who have fallen behind in
school or haven’t had positive learning experiences.
• These students struggle when they view the large gap in
their knowledge based on criterion.
• Therefore, criterion-referenced feedback is not the best
choice for these students.
39
40. Types of Learners
Struggling Students (cont.)
• Self-referenced is much more applicable – comparing
their current work to previous work.
• It is important to make suggestions for improvement in
small steps for struggling students.
• Gradual and small improvements are better for the
students than being overwhelmed and not improving at
all.
40
41. Types of Learners
Reluctant Students
• These are students who perceive themselves as failures
are accustomed to viewing any kind of feedback as
confirmation that they are stupid.
• All they hear is what they did wrong.
• The natural tendency for teachers is to do just that, tell
the students what they did wrong.
41
42. Types of Learners
Reluctant Students (cont.)
• Reluctant students will benefit from self-referenced
assessments.
• This may take more time, but when students see
success and progress, they become more willing to put
forth effort into the learning process.
42
43. How Technology Can Help
• Provide feed back to students in ways that enable the
students to learn better.
• Eliminated the drudgery of assessment.
• Assessing students more accurately, efficiently, and
quickly.
• Make evaluating student skills unobtrusive and easy.
43
45. How Technology Can Help
• Individualized assessment
• Immediate nature of the assessment
• Create virtual real-time picture of which
students need helps, where they need it,
and how the teachers can help them best
45
46. How Technology Can Help
• Enhancing formative assessment with
technology enables teachers to embed
assessment into instruction and provide
immediate feedback.
• It has become cheaper (some times free)
and easier to use.
46
47. Technology Quiz
• What is the largest factor
in determining use of
technology in a school?
1. Technology budget
2. Amount of professional development
3. Teachers interest
4. Principal interest
47
48. Quiz Answer
The largest factor in determining use
of technology in a school is the
Principal’s interest that it be used.
48
49. Some Ways of Using Technology
for Formative Assessment?
• Differential Instruction
• Rubrics
• White Boards and Clickers
• Problem Based Learning
• Infographics
49
51. Some Ways of Using Technology for
Formative Assessment?
• ePortfolios
• Digital Storytelling
• Students as Teachers
• Commercial Tools and Games
• Free Web 2.0 Internet Tools
51
52. Free Web 2.0 Tools
• Project Zone
• Quizlet
• ASSISTments
• Star Fall
• ePals
• Twitter in Education
52
57. What’s Next?
• Learning Analytics - enable teachers and
schools to tailor educational opportunities to
each student's level of need and ability.“
57
58. What Next?
• Personal Learning Environments -
allow students to direct their own
learning by themselves or in groups.
58