Jan Chapupuis Analysis

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

Assessment, both formative and summative, plays a significant part in the learning experience as it determines progression and enables learners to demonstrate that they have achieved their desired learning outcomes.

Assessment and data driven instruction are a vital part of teaching. Assessments are used frequently to guide the proceeding lessons. I am interested in learning more about the different types of assessments and the appropriate uses of each. I think it is critical as a future teacher to have many resources to back up my techniques, especially with the growing interest in data and tracking students’ progress. Gathering information about assessments will allow me to broaden my own techniques and strategies that I use in the classroom, more specifically the ways in which I grade and provide feedback on assessments so that students can use that feedback in a positive way. In my past experiences I have noticed my cooperating teachers providing grades on all assessments with no feedback because they want the students to correct their own mistakes. This may work on summative assessments but I think that there needs to be comments on formative assessments so that students know how to correct their mistakes for the end of the unit tests.

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

As Stephanie Ingster outlines (lecture 2, slide 37), explains that teachers need to focus on assessment for learning as students are able to receive feedback and reflect during the unit rather that at the end of teaching. In this way, teachers and students are able to gain a better sense of direction for motivation and improvement in ongoing teaching and

The article from Angelo and Cross, while dated, is a valuable lesson and read for educators (and myself). Many of the concepts covered in this article highlight the ways that assessment can help college teachers gain useful feedback and analyze student learning. The article encourages educators to review the central aim of college which is to help students become more effective and efficient learners. Additionally, by focusing on the characteristics of classroom assessment (learner-centered, teacher-directed, mutually beneficial, formative, context-specific, ongoing, and firmly rooted in good practice) educators can see what students are learning. Learning is a collaborative effort, both the educator and student need to work together.

Student learning and retention can be maximized through assessment literacy practices. Students should know and understand the targets for their learning. They should learn from effective feedback from their teachers. The feedback they receive should improve their achievement and stimulate a growth mindset. Students should use their own assessment results to expand their learning.

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 reflection on classroom assessment, the best method to communicate my expectations on an assignment is to create a rubric. When reviewing details for an assignment, the rubric needs to be discussed with my students so that they understand the criteria for the assessment (Green & Johnson, 2010) and are able to align the criteria with clear goals for their work (McTighe & O’Connor, 2005). If students are able to evaluate their performances and products, it also removes the instructor as the sole authority on evaluations, which lends itself to the student self-assessing (Green & Johnson, 2010). In addition, rubrics can have space for comments, student goals, and action items to achieve these goals (2005). Hence, the rubric becomes a document that encourages mastery goals. Thus, to promote mastery goals in my courses, I must follow the assessment practices discussed by McTighe and O’Connor

Digital formative assessment tools allow students to use feedback from the teacher to learn how to self-assess and set goals. In this type of assessment environment, teachers and students collaborate in an ongoing process using assessment information to improve rather than judge learning. It all hinges on the assessment's ability to provide timely, understandable, and descriptive feedback to teachers and

A method used to capitalize on formative assessments is commonly called assessment correction or repair policy. In assessment correction, students correct their mistakes after the graded quiz or mid-term exam has been returned to them. A benefit of assessment correction is the students receiving training in metacognition, which is the “ability to think about one’s own thinking and monitor one’s current level of understanding…” (Henderson & Harper, 2009, p. 583). Through correcting their assessments, students will be taught to find the gap between their knowledge and what understanding is expected of them and to fill these gaps themselves. By continually reflecting on assessment performances, student have the opportunity to increase metacognition strategies. Over time, these strategies should allow students

Formative assessment is meant to be used regularly to provide students with feedback about how they can continue to improve and grow as a learner and to inform a teacher’s next step instructionally. The most valuable idea I took away from the literature was the importance of timely and actionable feedback. First, students need to receive feedback about their learning throughout the learning process, soon after the work or assignment has been turned in, so that

Assessment for learning is one of the most difficult aspects of teaching especially with the pressure of external exams, which is all summative and can cause teaching to alter to that manor of assessment (Pollard, Triggs, Broadfoot, McNess and Osborne, 2000). Formative assessment is crucial to effective teaching as Black and Wiliam (1998) point out “Instruction

From the student’s point of view, classroom assessment information is not merely information “about” himself or herself. Rather, it forms a major part of his or her learning life, becoming part of the lessons he or she is expected

Assessment is a vital part of education and can be very influential in regards to the success of a student as well as the teacher. In order for successful learning to take place, a student must know their strengths, where they need to improve and how to move forward or their next step. This is accomplished through informative and descriptive feedback; feedback must have the goal of enhancing students’ metacognition, curricular comprehension and understanding how they learn best and how to be effective. I have learned many things about assessment including how integral assessment is to instruction because it determines if the goals of education are being met. I never realized how much assessment affects decisions about grades, instructional needs and curriculum. I also learned how important it is to have students involved in their own learning and assessment. It allows students to take charge to understand their own learning style, process and see how they are doing and how they can improve; it additionally can give students an idea of what they would like to learn next or more of.