Reading A Book Written By Cheryl Rose Tobey And Caroyln B. Arline

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

From the very beginning of the course, teachers should begin to analyse their learners through initial assessment methods. The assessments best suited to guide improvements in student learning are quizzes, tests, writing assignments, and other assessments such as a group activity. These can easily give the teacher/tutor an insight into the learning needs of the learners. Also

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

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.

Shepard, L. A. (2006, Creating coherent formative and summative assessment practices. Orbit, 36, 41-44. Retrieved from http://search.proquest.com/docview/213738810?accountid=8194

3.4 In order to support pupils using formative assessment it is necessary to ensure all pupils are clear of the learning intentions of the lesson. They also need to know the reason that they are learning it and the assessment that will take place. A discussion with them will make sure that all this is clear. Success

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.

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

Formative assessments are unique in that they can be quick, do not necessarily have to be graded, and can be used as an ongoing way to check for understanding (Swearengin, 2002). I keep these considerations in mind when I implement quick exit tickets, ungraded activities, and various types of questioning. I check for understanding because it identifies the students that are struggling and the content that is posing problems for many individuals. In my opinion, many teachers have become too concerned with grades, rather than checks for understanding, and often forget that formative assessments do not have to create more work for the teacher. In fact, they assist the teacher in modifying and improving his or her instruction so that student achievement will increase (Wiggins, 2006).

22). In this case, a diagnostic one-on-one interview was conducted to assess the student’s level of place value understanding and to discover what they had difficulty with and if they held any misconceptions on place value. Moreover, the interview helped determine the point in which the student had difficult learning the topic and which areas in place value learning needed further development. A diagnostic interview is an efficacious way to gain information on a student’s comprehension of a specific subject learnt in class and facilitates the implementation of future learning activities that tailor to the specific learning needs of the student. The diagnostic assessment fulfills the role of a teacher, which according to Reys et al., (2012, p. 37) involve four basic functions that are planning, teaching, assessing and analyzing. Similarly, the diagnostic individual interview satisfies the requirements of the Professional Judgment Cycle as stated in the First Steps in Mathematics Overview resource by the Department of Education (Department of Education WA,

Formative feedback is an instructional technique to inform the student of their progress and what the next steps to learning look like. Formative assessments are used to collect the evidence, which will measure student growth and provide valuable information to both the teacher and the student. As the unit progresses formative assessments should be used to make instructional decisions to meet student’s needs. The collection of formative data provides a clear picture of the student’s ability and can be used to directly respond to the students needs (Rea-Dickins, Gardner, 2000). Though formative feedback and formative assessment are essential to the learning process it is often left to the side, as a forgotten piece of the puzzle. To carry

Adopting the actor-oriented perspective, Ellis (2007) developed a student-centered generalization taxonomy to describe the different types of generalizations that students create when reasoning abstractly. The taxonomy distinguishes between students’ generalizing actions and the product of generalizing (i.e. reflection generalizations). Generalizing actions include relating, searching and extending. When relating, students form an association between two or more problems, situations, ideas, or mathematical objects by recalling a prior situation, inventing a new one, or focusing on similar properties or forms of mathematical objects. When searching, students engage in a repeated mathematical action, such as calculating a ratio, to find an invariance

When a student walks into a classroom he already has a set of theories or beliefs that have been engrained in him since an early stage. Ironically, it is a misconception to believe that this prior knowledge can help enhance the student’s new information since research by Madhyastha and Tanimoto (2009) suggests that flawed knowledge can have a negative impact in the student’s learning. Teachers cannot assume that students come with the right knowledge to properly support the new information they are given. When a student learns, his information will often be unreliable and mistaken (Madhyastha & Tanimoto, 2009). For instance, a plethora of students tend to believe that heavier objects are bound to fall faster than

According to Ashlock, not only do students need to understand computations of arithmetic, but also need to have computational fluency, in other words, conceptual understanding. As stated in Principles and Standards for School Mathematics: