Formative assessment is used by teachers to improve instruction by gathering information on student understanding during lessons, while summative assessment evaluates student mastery at the end. Research shows formative assessment improves learning when teachers use student knowledge to guide teaching. Formative techniques include pre-tests, exit slips, questioning, feedback, self-assessment, and daily checks. Evidence demonstrates that improving formative practices can raise academic standards.

1. Study of Studies: Formative Assessment Ryan Graham

2. Formative vs. Summative Assessment Formative Assessment Is any assessment which provides feedback to the teacher for the purpose of improving instruction. (Association for Supervision and Curriculum Development, 1996) Summative Assessment A culminating assessment, which gives information on student’s mastery of content. (ASCD, 1996)

3. Why formative assessment? “Empirical studies have shown the effectiveness of formative assessment for students, and recent theoretical work indicates that the positive feedback aspect of formative assessment stimulates self-regulation and transformation, processes that are regarded as critical to developing intelligence.” “When teachers understand what students know and how they think, and then use that knowledge to make more effective instructional decisions, significant increases in student learning occur.” (Davis & McGowen, 2007)

4. Why formative assessment? “Firm evidence shows that formative assessment is an essential component of classroom work and that its development can raise standards of achievement.” (Black & Wiliam, 1998) “Reviews of research have demonstrated that substantial learning gains are possible when teachers introduce formative assessment into their classroom practice” (Wiliam, Lee, Harrison, & Black, 2004)

6. Use rich questioning Have students write test questions. “There is a substantial body of evidence that classroom learning is enhanced considerably by shifting from asking questions to making statements.” (Wiliam 1999) EX. Instead of asking “Is a square a rectangle?” Make the statement “A square is always a rectangle. Explain why.”

7. Dialogue and Feedback “Successful teaching and learning is about dialogue and feedback.” (Callingham, 2008) Find a task or activity that engages students. Provide feedback with two pieces of information: An affirmation of what they can currently do What they need to do next to improve their understanding

8. Dialogue and Feedback “Feedback has to be tailored to the student and the context, and there is no simple set of instructions that can be followed to ensure that it always provides a positive result.” (Callingham, 2008) Remember that every student is an individual and every student learns differently. What works for one student may not work for another.

9. Student Self-Assessment The teacher must share criteria with the students so that they know where it is they need to be. (a goal to reach for) Students need to monitor their own progress towards that goal.

10. Formative Assessment Formative assessment isn’t an adding piece to the curriculum It is something that teachers need to be doing everyday within their teaching

11. Formative Assessment Is there evidence that improving formative assessment raises standards? YES Is there evidence that there is room for improvement? YES Is there evidence about how to improve formative assessment? YES

12. Bibliography Boston, C. (2002). The Concept of formative assessment. Practical Assessment, Research & Evaluation, 8(9), Retrieved from http://PAREonline.net/getvn.asp?v=8&n=9 Callingham, R. (2008, September 22). Dialogue & feedback assessment in the primary mathematics classroom. Australian Primary Mathematics, 13(3), 18-21. Davis, G.E., & McGowen, M.A. (2007). Formative feedback and the mindful teaching of mathematics. Australian Senior Mathematics Journal, 21(1), 19-29. Heritage, M., Kim, J., Vendlinski, T. , & Herman, J. (2009). From Evidence to action: a seamless process in formaative assessment?. Educational Measurement: Issues and Practice, 28(3), 24-31.

13. Bibliography Lawson, D. (1999). Formative assessment using computer-aided assessment. Teaching Mathematics And Its Applications, 18(4), 155-158. McIntosh, M.E. (1997, November/December). Formative assessment in mathematics. Clearing House, 71(2), 92-99. Wiliam, D. , & Black, P. (1998, October). Inside the black box: raising standards through classroom assessment. Phi Delta Kappa, 1-13. Wiliam, D. (1999). Formative assessment in mathematics part 1: rich questioning. Mathematics and Special Educational Needs, 5(2), 15-18.

14. Bibliography Wiliam, D. (2000). Formative assessment in mathematics part 3: the learner's role. Mathematics and Special Educational Needs, 6(1), 19-22. Wiliam, D., Lee, C., Harrison, C., & Black, P. (2004). Teachers developing assessment for learning: impact on student achievement. Assessment In Education, 11(1), 49-65.