Formative Literacy Assessment

One form of assessment that we may all be familiar with regardless of our profession is high-stakes testing. This type of assessment provides the public with assurance that students can achieve at a level needed to function in the real world. While there are both pros and cons with any assessment, high-stakes testing should be relied on to enhance instruction and help the students and not to chastise students or schools (Vacca p. 146). Another type of assessment is called formative assessment which can be both formal and informal. These can help document students’ progress along the way and can be beneficial, especially when needing to monitor reading growth. Through formative assessment, the results help to identify the specific learning needs of all readers, as well as those who do not speak English as their first language (Vacca p.

Ms. Jones assumed her students understood the content when in reality students did not understand the crucial ideas. Ms. Jones would have realized her students were not learning the intended learning if she would have paused to conduct formative assessments throughout the unit instruction. Once, Ms. Jones decided to include target-learning goals, allowing her to monitor students’ learning progress and implement remediation immediately. The most effective classrooms provide students will multiple learning opportunities. The teacher needs to assess their students often through formative assessments to ensure their students are learning the crucial information provided throughout the instructional strategies. Formative assessments allow teachers to adjust their instructional strategies based on students’ results from the formative assessments before students engage in the unit’s summative

Formative assessment is when pupil learning is measured against objectives using ongoing methods of assessment. Strategies to check the learning in a lesson include asking open-ended questions as it will encourage children to put forward their ideas without being led by adults. A lot of things can be gathered by just observing pupils, such as the methods they use to work things out or what they find difficult in their work. Observing pupils can take place daily or formally through direct observations. Other examples are: checking pupils' understanding through questioning pupils about their learning and asking them what they know; listening to how pupils describe their work and their reasoning tells you about the methods they use; engaging pupils

The purpose of this action research project was to evaluate the impact of formative assessment on fourth grade math students’ academic achievement. In order to fully understand the importance of how to drive instruction using formative assessment data one must conduct an intense research of up to date literature equipped with the professional knowledge and skills on the topic. There was an abundance of research about formative assessments and their benefits. Which give a significant amount of credible literature to express the importance of formative assessments, collecting data, and the process of re-teaching and spiraling standards though out the year.

There are a range of assessment for learning strategies that can be used to help students develop language, literacy and numeracy. These strategies can be integrated in classes where students demonstrate a diverse range in language, literacy and numeracy skills (LLN). William (2009) outlined 5 assessment for learning strategies that can be used to assist teachers in creating assessments that are not only summative but as ongoing formative activates that students can benefit from. In this essay we will explore 4 of the strategies from the original 5 mentioned by William (2009) and discuss how they can be integrated in the classroom and how feedback can be provided to both students and their parents. The 4 strategies include clarifying learning

“Black and William derived guidelines for effective formative assessment: The assessment must be conducted during a 250 Journal for the Education of the Gifted 37(3) unit of instruction, it must focus on identifying strengths and weaknesses of students in comprehension and/or in application of the subject matter, and formative assessment should be used to make adjustments in the curriculum to improve learning prior to the unit summative assessment. Formative assessments should also produce data relating to measurable attributes of learning within a unit, data on the performance level achieved by a student on that attribute, and data that allow the teacher to

Assessment tools take on many forms within the school as well as individual classrooms. Assessments must be administered informal as well as formal in order to determine student needs, differentiate instruction, personalize learning and gauge the effectiveness of instruction. They can vary from a simple teacher observation to a standardized test that is given on a yearly basis (Vacca & Vacca, 2008). “Assessment goes hand in hand with teaching. It is an ongoing process that informs and guides instruction” (Tompkins, 2006). Assessment tools are an imperative part of reading instruction as it is used to determine if the goals of literacy instruction are being met for students. As a classroom teacher, I have the knowledge to choosing appropriate assessments and then administering them. As a result, I feel that I have successfully mastered IRA Standard 3.1 (637.1, 637.2, 637.4, and 644.1). The significance of appropriate assessment and use of the latest research based practices cannot be overstated in value to a school’s success with its literacy program. I have a working knowledge of assessment and its importance in differentiated instruction as well as a solid grasp of educational research and best practices. This is imperative to meet the diverse needs of all students. This ability demonstrates that I have successfully mastered IRA Standard 2.2 (643.1, 643.3, 636.2, and 64.1). When a teacher is able to integrate and manage both types formal and informal assessment tools, the

Formative assessment, or assessment for learning as it is often called, is the assessment that

Success criteria are also just as important as the learning objective as this is the ingredients to ensure that the children succeed at every stage and when being assessed by their teachers (formatively) they can show to have met or exceeded their target. If pupils are involved in the stage of writing the success criteria then this ensures greater success.

The goal of teachers is to instruct students at grade level, guide students in their learning and improve their skills by the end of the year. In the article, “Using literacy assessment results to improve teaching for English-language learners,” by Lori A. Helman (2005), the researcher wanted to discover: “Is literacy testing just getting in the way of good teaching? Or, can the results of literacy assessments assist teachers as they work to meet the needs of learners from diverse languages and backgrounds in their classrooms?” (Helman, 2005, p. 668). Throughout this article, Helman provides background information about the context of the current assessment, assessment results, and two case studies of English-learning beginning readers. The

It is crucial to assess every young adult’s level of literacy to be able to use the most effective method to teach. Literacy is defined as the ability to speak, write, read, and interpret written information at eight grade level or higher (Bastable, 2014). Not only do adults need to be literate but also have the capacity to effectively understand and process medical terms and have a basic knowledge of diseases also known as health literacy (Bastable,2014). Research shows that patients with low health literacy have a poor understanding of their disease (Powell et al., 2007). Patients in this circumstance are at a high risk of accelerating their diabetes related complications. This lack of understating leads to: uncontrolled

Teaching my student reading I notice that it is a complex topic of the text, and their knowledge of their culture to construct meaning with text. I stated in one of the district often several professional learning development doing summer to improve and inform teacher about how assessment the students. There is new instant data for informal and formal assessment called illumination. We are able to assess the students and reteach the material within second of teaching the information. I will continue to implement this development can help the student with organizing, motivating, and guiding the support aids for students in classrooms.

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This paper is about two methods of formative assessment used to improve students’ achievements, The present literature on assessment suggests that assessment for learning (formative assessment) not only represents a tool to assess students’ learning but it also serves as a pedagogical tool to enhance learning and thinking. Moreover, formative assessment is used collaboratively by both teachers and learners to enhance learning; adjust teaching and learning activities; and provide feedback on the efficiency of teaching and learning acts and direct future path (Kumar A. 2013). Two methods are going to be discussed in the paper, Curriculum Based Measurement (CBM) and Open Learner Model (OLM). Each country has a different

The standards attached to this lesson plan states the student should develop abilities necessary to do scientific inquiry and understand scientific inquiry. Students should also be able to develop an understanding of science as a human endeavor and the history of science. Again, the formative-assessment doesn’t