What are formative assessments?
“Formative assessment is defined as assessment carried out during the
instructional process for the purpose of improving teaching or learning.
. . . What makes formative assessment formative is that it is immediately
used to make adjustments so as to form new learning”
("Formative Assessment and Improving Learning," 2011)
instructional process for the purpose of improving teaching or learning.
. . . What makes formative assessment formative is that it is immediately
used to make adjustments so as to form new learning”
("Formative Assessment and Improving Learning," 2011)
ObservationsWith observations the educator focuses on learning goals. The educator takes stock of where current work is in relation to the goal and stakes action to move closer to the goal.
In Education - Observation from educators include assisting the students with working towards a common goal. The specific task here is for the educator to instruct on a task, then roves the classroom for understanding, observes and records the actions of the students. The overall goal for students through observation is to internalize the learning goals so they may reach the task goal on their own. Strengths - One of the most important factors with observation is for educators to understand the purposes of instructional practices and then identifying instructional problems to improve student teaching. Positive teacher feedback through the execution of results is another observation strength. This is achieved through teaching positively and relaying positive feedback to students. Weaknesses - With this type of observation, sever weaknesses occur. First, because teachers and students are aware that their behaviors are being observed, the presence of an observer may change teacher or student behaviors, perhaps resulting in reactive effects. Last, teacher anxiety or teachers performing subpar can interfere with the drawing of valid inferences about what normally occurs in the classroom. Technology - The role of technology use is significant through observation. Educators are able to use productivity tools that can scaffold student thinking and support deeper conceptual understanding. Technology has also assisted with the promotion of learning. Through technology, educators are able to turn the tables when technology is introduced then observe when the teaching has been completed. Short QuizzesShort quizzes can be defined as tests that are not long in length that are given to students to certify that knowledge has been retained on a subject that has recently been taught. Short quizzes may consist of 10-15 questions in length with multiple choice, fill-in-the-blank, or essay type questions.
In Education - Short quizzes define educator success. Their role interprets understanding, retention and knowledge. Short quizzes should be considered with reading comprehension with the emphasis of focusing on students within the Individual Education Program. Last, educators should try asking a single focused question with a specific goal that can be answered within a minute or two. You can quickly scan the written responses to assess student understanding ("20 Simple Assessment Strategies You Can Use Every Day," 2014). Strengths - Through quizzes, aptitude is measured. Short quizzes have the ability to measure knowledge and yet boost student confidence. Positive activity instead of inactivity is measured through questioning. And last, through short quizzes motivation and self-confidence are connected. When you have more of one, you'll probably have more of the other which will produce positive effects in testing. Weaknesses - We often rely on these tests to measure understanding and then we move on. There isn’t always time to address weaknesses and misunderstandings after the tests have been graded, and by that time it’s too late for students to be interested ("20 Simple Assessment Strategies You Can Use Every Day," 2014). Technology - Technology continues to play a pivotal role in the development of short quizzes for the educator. Once again, through the use of the Classroom Performance System educators are able to develop, and administer quizzes and tests, and provide immediate grading or simply give a participation grade. This system is another invaluable tool for the educator because it helps the educator increase student preparation, interactivity and active learning so you can receive immediate feedback and know what students understand ("CPS - Classroom Performance System," n.d.). |
ProjectsProjects can be defined as a task from an educator that requires considerable effort from students to be completed by an individual or through collaboration for score or presentation. Students may be assigned to present the material found to peers within the classroom.
In Education - The focus of the classroom project is on the student’s ability to engage and produce creativity in work. Students who participate in such projects enhance their ability to produce documentation of knowledge, skills, and attitudes through critical thinking skills and collaborative works. Strengths - Projects have the ability to enhance creativity, research, communication, collaborative works, working skills, social skills and technology skills for the individual student or a group ("Classroom Interactions And Managing Pupils," 1935). Student’s also gain an understanding of the socio-economic, cultural and political changes that shape societies through collaborative works. Weaknesses - The dependability of members participating in such projects may fail and cause a considerable work for others to complete. Creativity, robust mindsets, eagerness, and enthusiasm may elude students in the development and presentation of such work causing the group to suffer. Technology - Technology continues to assist in the development of the 21st Century Learner through the use of Smart boards, Classroom Performance Systems, and Word Processing Systems. Students KSA’s with technology, their behaviors towards creativity, understanding towards the construction of knowledge, and application have all assisted in the production of projects. Technology through student use is an invaluable tool that must be maintained for a level of success at every level of schools. Visual AssessmentsVisual assessments are a type of assessment where students are expected to have opinions or creative thought as to what is or has been displayed.
In Education - In the classroom, visual assessments are used to assist students interpret another’s creative tools, artifacts and work. Visual assessments can be driven from students at the elementary, secondary and post-secondary levels. With the idea to gain a foothold on interpretation, the educator’s ability to show an appreciation of such work will either enhance the effectiveness learning and appreciation. Strengths - Students are involved in a process that includes looking carefully at things, developing skills, and studying artist (5). Students learn about visual representation through the study of artists and the symbols they use to make meaning. In addition, students must develop skills that might include reproducing implied textures and representing correct proportions, use of space, contrast, and so on ("Reading Online," n.d.). Weaknesses - One of the more important factors here involves the educator’s interpretation of what the students should look for. What is correct and what is incorrect when judging visual tools, artifacts and work. One’s inability to understand the appreciation of visual tools, artifacts and work will also hinder assessments given. Technology - Technology greatly enhances the ability to assess rare forms of artifacts for understanding and assessment. With technology, educators are able to locate artifacts from abroad, analyze items, introduce to students, and then asses via understanding and appreciation of such work. Visit: New Literacies Writer's NotebookA writer’s notebook can be defined as a record of impressions, observations, and ideas that may eventually serve as the basis for more formal writings, such as essays, articles, stories, or poems (Nordquist, n.d.).
In Education - In the classroom writer’s notebooks have become a common theme. Notebooks in the classroom are being kept to record reflections, communication, endurance, record daily notes and observations. Typically, notebook entries are assessed weekly for content to the semester end. Notebooks are effective at all levels of education, especially at the secondary level. This is because the writer’s notebook is also kept as a constructive journal. Strengths - Common practice with notebooks implies that notebooks assist with constructive writing, recording of vital information and understanding of journeys throughout education. Educators also have come to welcome the new role of the writer’s notebook which consist of writers note taking, research, public and private writing, and poems. Continuation of such efforts are welcomed by educators and can only assist student success. Weaknesses - Writer's notebook weaknesses include: writer’s block, lost notebooks, privacy, the wiliness to share in public, inability to produce well written notes, entries and penmanship. Technology - Technology has played a pivotal role in writer’s notebooks. Notebooks are now electronically accepted. Blogs are now being used as journals by students abroad. Also noted through technology, writers who once feared sharing their entries are freely expressing themselves. Technology is a proven asset among all formative assessments and shall continue to be for all 21st Century Learners. |
References
Classroom Interactions And Managing Pupils. (1935). A Companion To School Experience Learning To Teach In The Secondary School, 91-132. doi:10.4324/9780203456965_chapter_3
CPS - Classroom Performance System. (n.d.). Retrieved June 9, 2015, from http://www.mhhe.com/cps/whatiscps.shtml
Formative Assessment and Improving Learning. (2011). SpringerReference. doi:10.1007/springerreference_302073
Nordquist, R. (n.d.). Writer's notebook - definition and examples of a writer's notebook. Retrieved June 9, 2015, from http://grammar.about.com/od/tz/g/Writers- Notebook.htm
Reading Online. (n.d.). Retrieved June 9, 2015, from http://www.readingonline.org/newliteracies/lit_index.asp?HREF=%2Fnewliteracies%2Fjaal%2F2- 04_column%2Findex.html
20 Simple Assessment Strategies You Can Use Every Day. (2014, May 04). Retrieved June 9, 2015, from http://www.teachthought.com/teaching/20-simple-assessment- strategies-can-use-every-day/
Classroom Interactions And Managing Pupils. (1935). A Companion To School Experience Learning To Teach In The Secondary School, 91-132. doi:10.4324/9780203456965_chapter_3
CPS - Classroom Performance System. (n.d.). Retrieved June 9, 2015, from http://www.mhhe.com/cps/whatiscps.shtml
Formative Assessment and Improving Learning. (2011). SpringerReference. doi:10.1007/springerreference_302073
Nordquist, R. (n.d.). Writer's notebook - definition and examples of a writer's notebook. Retrieved June 9, 2015, from http://grammar.about.com/od/tz/g/Writers- Notebook.htm
Reading Online. (n.d.). Retrieved June 9, 2015, from http://www.readingonline.org/newliteracies/lit_index.asp?HREF=%2Fnewliteracies%2Fjaal%2F2- 04_column%2Findex.html
20 Simple Assessment Strategies You Can Use Every Day. (2014, May 04). Retrieved June 9, 2015, from http://www.teachthought.com/teaching/20-simple-assessment- strategies-can-use-every-day/
Grand Canyon University
TEC538
Blue Group
Diane Olmstead - Diagnostic
Ruben Urquidez - Formative
Katherine Webb - Summative
Millicent Connor - Norm-referenced
Christopher Murphy - Criterion-referenced
TEC538
Blue Group
Diane Olmstead - Diagnostic
Ruben Urquidez - Formative
Katherine Webb - Summative
Millicent Connor - Norm-referenced
Christopher Murphy - Criterion-referenced