Case Study On Formative Assessment Practices

The article Formative and Summative Assessment in the classroom has several of strategies to guide teachers to assess the students learning more effectively. Although their strategies method associated with the instructional phase of a lesson, there are also important to teach students so they could become independent. For instance, the author mentions, “Self and peer assessment” not only does it encourage students to be

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.

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

The use of formative assessment practices with ELL students are observational checklists, peer assessment, and performance skills. By having students writing a lesson plan, the roles between the teacher and the students will be changed. This is a formative assessment that engages students in distinctive ways. Students are focused on goals and objectives. It gives them confidence. They are creating a lesson. For ELLs, this is a tremendous accomplishment when done correctly, as well as when done in a collaborative classroom environment. It promotes constructive feedback. Students play an active role in formative assessment. They not only perform the task given, providing evidence of their current learning, but they are also involved in self-assessment (and sometimes peer assessment); therefore, developing and enhancing autonomy.

There are characteristic differences between the two uses of assessment: • Summative comes at the end of learning episodes, whereas formative is built in to the learning process; • Summative aims to assess knowledge and understanding at a given point in time, whereas formative aims to develop it; • Summative is static and one-way (usually the teacher or examiner judges the pupil), whereas formative is on-going and dynamic (feedback can be given both to the pupil and the teacher); • Summative follows a set of pre-defined questions, whereas formative follows the flow of spontaneous dialogue and interaction, where one action builds on (is contingent upon) an earlier one. The term “assessment for learning” is often used interchangeably with “formative assessment”. In 1999, the Assessment Reform Group defined assessment for learning as “the process of seeking and interpreting

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

Formative assessment provides feedback to teachers and students of their current performance, achievements, strengths and weaknesses

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

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

When teachers’ classroom assessments become an integral part of the instructional process and a central tenet in their efforts to help students learn, the benefits of assessment for both students and teachers will be boundless. The purpose of these assessments is to ascertain the student’s levels of understanding and see if there is any room for improvement and whether there are any weaknesses so as to be able to correct them. My focus is to improve my assessments to make them motivating and to enhance student learning.

The instrument has been validated with 243 English in Lombok and is valid and reliable instrument measuring teachers’ formative assessment literacy. Cronbach alpha measuring internal consistency of items in measuring the latent construct was adequately accepted (α = 0.67), and exploratory factor analysis using rotation matric revealed a robust factor loading of the variance explained with KMO statistic, which is 0.72. The analysis of data revealed four the dimensions of teachers’ formative assessment literacy and understanding. These include assessment serves accountability purpose, examination/test driven learning, procedural approach to learning and assessment, receptive role of students. Multiple regression analysis was performed to identify factors influencing teachers’ formative assessment literacy and the analysis suggests that 1) teachers have poor understanding of formative assessment; 2) insufficient training on assessment and gender are strong predictors of teachers understanding of formative assessment. The research recommends that further training program to improve in-service teacher theoretical understanding of formative assessment need to be urgently conducted and that teacher training institute needs to offer more assessment related courses and more time allocation for the assessment

Kealey (2010) assessed the measurements for the students learning and evaluated the instructors teaching. To assess the students learning, formative activities were used, which allowed for developmental gaps to be discovered between what was expected and what the current performance of the students were. Being able to discover these gaps through the formative assessment it will allow the gaps to be filled with the appropriate actions to meet the expected goals (Kealey, 2010). I can definitely relate to how formative assessment is being used in the educational setting. For instance, within programs of non-profit agencies, I can use the formative evaluations as a way to see where