Assessment Of The And Formative Assessment

The term ‘formative assessment’ is used to describe the activities and processes used by teachers and learners to gather information that informs future teaching and learning. Assessment becomes formative if the information gathered is used as feedback to adapt and modify teaching and learning (Black and Wiliam, 1998, p.2). There are a variety of different methods and techniques that can be used by teachers and learners that can contribute to enhancing learner progress. These include

Assessments are the process of evaluating an individual’s learning. They involve generating and collecting evidence of a learner’s attainment of knowledge and skills and judging that evidence against defined standards. Formative Assessments (quizzes and practical tests) are used to

However, these comments are something which can only become reality if practitioners are enquiring into their practice. On reflection, it is my opinion that as assessment is such a widely-debated idea that it should be enquired in a teacher practice on a regular basis. I feel that by just concentrating on effective questioning it has implicated my practice and made me feel more confident and knowledgeable. However, there are many other factors a teacher uses daily which can change the form of a child’s learning. Therefore, I feel another important next step in my practice would be to follow other formative assessment tools as a line of enquiry. Specifically, into LI and SC and understanding the most effective way to use this in the classroom, such as discussion or visibility. I feel that this next step would be a natural movement in the action research cycle (see Appendix 9).

Coffey, J. E., Hammer, D., Levin, D. E & Grant, T. (2011). The Missing Disciplinary Substance of Formative Assessment. Journal of research in science teaching. 48 (10) PP. 1109–1136 (2011) College of Education, University of Maryland, College Park, Maryland 2 Tufts University, Medford, Massachusetts 3 St. Paul School, Baltimore, Maryland Received 17 April 2011; Accepted 5 August 2011. Retrieved from file:///Users/EleanorNewbold/Downloads/Coffey_et_al-2011-Journal_of_Research_in_Science_Teaching.pdf

Formative assessment-Teachers that collect evidence about what a student still needs to comprehend and adaptions that are made to meet the student’s needs.

The first article that I viewed was on Edutopia and it was titled Why Formative Assessments Matter. This article was a very helpful in that it was a review of what formative assessments are, why they are used, and when and how you use them. The middle part, why they are used, it reinforces that they are used for, to inform, not to punish. This is important to remember as we are assessing and planning instruction for students each day. Learning and showing what you have learned should never feel like a punishment. At the end of the article, in the last section, there were suggestions on ways to formatively assess students in a way that would not feel as though they are being punished. Instead, they are enjoying showing what they have learned. The last tip in this article was to watch, look, and listen. It is important to remember that to formatively assess students you must constantly

Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting further student learning and enabling improved student learning through purposeful interaction and providing meaningful feedback. Formative assessment is specifically intended to generate feedback and feed forward on performance to improve, accelerate and enable learning (Sadler, 1998). Formative assessment can and should occur throughout a daily class, through implementation of learning and teaching strategies that lead to both oral and written feedback. The Formative assessment approach is equitable and reliable, producing some significant indicator of student developed understanding that links directly to the syllabus outcomes. This then allows the teacher or other students to respond by trying to

It was nice seeing you all this past Saturday. I was deeply impressed with the quality of your NEASC presentations. I will post feedback in Blackboard before the end of the week.

How do we improve the quality of teachers we have in the classrooms now effectively. Wiliams explains at the end of chapter one, “we have to improve the quality of those teachers already working in our schools” by “love the ones you’re with” strategy (Wiliam, 2011). Then in chapter two it discusses how formative assessment is used and multiple ways, which I try to find ways I can help teachers within the classroom. The most effective example that Wiliams gives in chapter two, in my position is example the one dealing with developing professional development for teachers in math (p.40).

Recently, whenever I hear current teachers discussing about assessing students, ‘Formative Assessment’ is sure to be highlighted. Nowadays this method (formative assessment) is becoming popular among schools and is being applied widely in schools including my own school. Loughland and Kilpatrick (2015) identified in the few past decades, formative assessment has turned out to be the main goal for teachers and educational systems. On the foundation of Loughland and Kilpatrick (2015) findings and from my experience in the field of teaching, I found out nowadays teachers and school stakeholders strongly feel that formative assessment is the best method to assess in order to enhance students’ learning. For these evident reasons, I am interested in finding

In my short period of teaching, I have experienced many different types of assessments, those that were administratively required and personally selected. One particular style of assessments that I often use is curriculum-based measurement assessments (CBM probes). On a daily basis I test/quiz my students to make sure that they understand each required step to solve the problems. Sometimes this comes in the form of a quiz, and other times it is presented as a quick check that lasts about a minute long during my class. According to Kubiszyn and Borich (2013) the frequent administration of these brief formative test allows me to make daily adjustments to instruction, when needed, to maximize my students learning. As a result, curriculum based assessments are effective for my students because we can always go back and revisit a topic or concept

When a teacher introduces the idea of formative assessment to a classroom, modifications may need to be made for it to work its purpose. The teacher might need to alter their teaching method and the student will need to be open to changing their learning style to accommodate the change. If both the teacher and students can achieve this, then formative assessment will be successful (al., C. E., 2016). If unsuccessful then formative assessment can be seen by both the teacher and student in a negative light. For example, The Classroom Experiment (Barry, 2010), showcased a range of different formative assessment techniques that can be quite successful in the classroom. One technique that Dylan Wiliam posed was that the teachers give each student

Assessment is a tool and it has a variety of purposes or functions. Sometimes we call that the formative purpose the informative meaning for learning. The formative assessment information is used to figure out what we should be doing next and how we can adapt and improve future learning. In some cases, we need to asses because we need to figure out how well all of our students have done or mastered a particular content for grading purpose so that is the case we call the summative function of an assessment. According to Guskey (2003), assessment helps teachers to improve the quality of their teaching by identifying what works or doesn’t work in their classroom. As educators, we use formative assessment

Throughout the duration of the course, one recurring theme was the significance of formative assessment and how it can be used as a platform to guide the students in the process of learning. Yorke (2003) explains that formative assessment is the key towards improving a student’s intellectual development and is constructive towards learning. He continues on by stating that this is acknowledged but “it is not well understood across higher education”. I do agree with this, that Formative assessment is continuous method which is effective in defining if a lesson is outstanding or not and how constructive feedback is useful for both the students and the teachers, one thing which is very significant about formative assessment is that it can be both

Assessments and feedbacks are crucial to helping students learn effectively. Evaluating student’s abilities to comprehend text and science concepts is a major component because it helps the teacher know how their student’s literacy skills are developing (Rakes & Smith, 1992). Therefore, assigning formative literacy assessments are crucial in STEM classrooms because it helps educators get an insight on how their students would perform on high stake exams. A student who is having difficulty understanding science passages would need an adjustment in the lesson so that he or she can focus more on practicing their literacy skills.