The Assessment Of Formative Assessment

I believe assessment is important and is the basis of planning for instruction, whether it is diagnostic prior to learning, formative during units or lessons, or summative to evaluate student learning. Rowan’s quote in Every Teacher’s Guide to Assessment, "After all, in the end, the problem is less the idea of testing itself, but how we design them, apply, them, and make use of their data." definitely has an impact on my assessment practices. I feel it is necessary to make sure the student acquires all aspects of the learning. Assessment should be used to bring a value for students. Within my instruction, I implement daily formative assessments which may include turn and share, quick writes, graphic organizers, online discussion responses, KahootIt, and other forms. Designing the appropriate formative assessment to match the lesson is important to assess how the learning is taught and whether the students are showing progress. In addition, I have worked on building blocks of formative assessments in checklist style leading up to the point of reviewing for a summative test. Each of these are checked off as completed and instant feedback is given. Feedback from an assessment is essential to student learning and how a teacher will ensure the content is being acquired.

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

A formative assessment provides informal feedback and information during the teaching process. This assessment measures student progress and performance thus allowing further improvement and development. It can also assess the teacher’s progress as an instructor, enabling the teacher to evaluate the effectiveness of their teaching methods.

Formative assessment is a more formal type of assessing where the focus is on monitoring pupils response to the lesson and any progress made.

Through the identification of these assessment methods, I will analyse their purpose and the role that they play in my learner’s development; and how these are used to identify learner progress and confirm their knowledge and understanding. I will explore theories and principals of assessment, covering formative and

During web based instructional design (WBID) and development, formative evaluation will occur from school experts including the schools technology manager, assistant principal of curriculum, and the business department chair. They will review the materials presented in the WBI (web based instruction) elements for design, content, graphics, structure, message, and technical specifications. Formative of the final WBI prototype will take place as a small group of students (one section) field test the WBI over a term. Test and assignment scores, student participation, surveys, and discussions with students will assist with determining the relative successes and failures of the program as well as areas that need improvement.

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

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

The first thing to learn about formative assessment from the video "Unpacking Formative Assessment" is that it is a complex process, consisting of five major strategies, such as fixing and adjusting learning intentions, questioning, providing regular feedback, activating self, and activating peers. Another major learning form the video related to the formative assessment process is the importance of setting individual goals for students as they tend to think in different directions. Another important thing that I learned is that the majorities of teachers tend to spend their time designing methods and strategies of formative assessment and do not take into consideration the fact the formative assessment is not the most important aspect of learning

A. Pre-assessment/Assessment of Prior Knowledge- 1. Students may have misconceptions or misunderstanding about the drinking water shortages in some places on Earth. Students may not understand how the temperature of the water will affect the salinity of the water. Students may misunderstand information about the Gulf Stream and they may think that it is located in the Gulf of Mexico. Another partial understanding students may have is how the sloping of the ocean floor affects the wave heights. Lastly, students may have a misconception about the subsurface geologic features of the oceans compared to geologic features of the World, like volcanoes and ocean trenches.

Educational organizations from this study may understand that there has been a general lack of conceptual clarity with regard to the formative assessment practices among stakeholders as a result of which, many apparently formative assessment tools and procedures have, in effect, been summative in nature that is assessment to gauge, at a particular point in time. Although the information gleaned from this type of assessment is important, it can only help in evaluating certain aspects of the teachers' abilities and skills but the point and purpose of this study is to implement peer observation strategy to ‘enhance’ rather than ‘measure’ professional learning.

The methodology involved with this evaluation is predominately formative assessment, and is administered through a qualitative case study. The data collection will span approximately three months. Two of these months will be during the course, and the following month is used to schedule interviews with both the students and the instructor. While it is acknowledged that a month for the interviews is a large time frame, it is given as a curtsey to both the instructor and the students.

Formative assessment is what guides and focuses student learning in the classroom. Depending on which resources a person is reading, formative assessments take on slightly different meanings and interpretations. Fisher and Frey promote formative assessment as continuous assessment practices that students and teachers use to check the students’ level of understanding. Wiliam says formative assessments are those that provide information that will be used to make decisions on the next learning steps. In either case, formative assessments provide both the teacher and student information on the current learning situation as well as provide ideas to enhance the learning experience in the future.

“Formative assessment is a process used by teacher and students during instruction that provides feedback to adjust on going teaching and learning to improve students’ achievement of intended instructional outcomes” (Caroline Wylie and Christine Lyon, 2013). I believe that formative assessments are essential for both students and teachers to inform instruction within lessons and they confirm what a student has mastered and identified the learning that comes next for the students. I approve that asking better questions affords students an opportunity for deeper thinking and provides teachers with significant insight into the degree and depth of student understanding. In my class, when I started the lesson with inquiring based questions by eliciting learners’ level of background knowledge, the students promptly gave feedback or response quickly to their partners as pair work. It was so notable that I could make inferences about student thinking and adjust instruction appropriately through attending to student responses. I confirm that using visuals to teach a concept is very effective and can create smoother transitions between activities. I felt that based on the visual aids, my students could predict the concept of a lesson and they got the concept of what they are learning about. It was remarkable that turn and talk strategy really engaged my students’ learning by allowing all students to talk about a question or topic that I have introduced in class. At that time the

It is used in improving the performance of teacher, student and curriculum developer. It is used in determining the mastery level of the learner and the remedy to make. It is a quality control evaluation. In the words of A.J. Nikto, “Formative evaluation is concerned with judgements made during the design or development of a programme which is directed towards modifying, forming and otherwise improving the programme before it is completed.” Formative evaluation is used to monitor learning progress during instruction and to provide continuous feedback to both pupil and teacher concerning learning successes and failures. Feedback to pupils reinforces successful learning and identifies the learning errors that need