My job as an educator is to meet the needs of the students in my class. The chapters I read reminded me of the importance of differentiating for the wide variety of needs in my classroom. It is essential that I differentiate the content, process, and product on a regular basis. Sometimes I overthink differentiated instruction, making it too complicated in my head. Carol Ann Tomlinson (2001) specifically reminded me that differentiation can be successfully accomplished by all teachers through both low-preparation methods and high-preparation methods. When a classroom’s instruction is differentiated, teachers sometimes have questions about how grading may be different than a traditional classroom. Because of reading the above-mentioned literature, I now have a greater awareness of formative assessments, rubrics, and building mutual understandings of grading practices among teachers. 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 …show more content…
Instead, I give formative feedback in the form of conferencing with students as a project is ongoing. Giving formative feedback during a conference is okay, but ultimately some students get met with earlier in a project, while others do not benefit from the conference until later in their project when their ideas are more solidified. To improve, I would like to learn more strategies for formative feedback so that I can become more efficient in giving it to my
The purpose of the formative assessment is to monitor and guide the learner through a process while it is still in progress rather than assessing the learner when the project is complete. The formative
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
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.
Effective feedback will encourage the learner to progress and by knowing what and when to give feedback is half the battle won, by choosing a moment to give feedback is as valuable as the actual feedback given. The learner basically wants to know two things what is the grade? and how can I improve? The perfect time to give this feedback is as early as possible after the assignment has been completed. Any feedback during the assignment should not interfere with the assignment in progress but instead compliment the good bits and encourage rather than
Due to the ongoing nature of it, formative assessment allows me to stay more aware of student progress and any difficulty as it
Formative assessment can be an effective tool in building positive relationships as it gives cause for two-way communication at any point of a learning course. It can be written or verbally delivered, offering the opportunity to appeal to a variety of learning styles. It enables the learner to influence their learner programme and helps them build essential life-skills such as goal setting and self assessment. Its main disadvantage for the trainer is the amount of time the type of assessment can consume, and a learner may become disengaged by repetitive assessment exercises that interrupt the flow of learning.
Giving feedback to someone is like being supportive that includes positive and negative observations. However, it needs to be given in a concerned manner. When someone gives me feedback, I have the ability to do more research. As for receiving feedback, it gives he or she the opportunity to change and become more effective. Feedback helps people to become more aware of what is does, and how it needs to be done.
“This book is a beginning. It is meant to do four things: 1) be a catalyst for serious reflection on current grading and assessment practices in differentiated classes; 2) affirm effective grading and assessment practices we’ve already employing; 3) provide language and references for substantive
Assessments are vital to the educational process. They provide feedback about what the students know and what they may need to learn in order to obtain the content within a given curriculum. It provides teachers with a glimpse into the student’s readiness on a particular topic or subject. One of the six key principles of having an effective differentiated classroom is having a formative assessment that informs teachers on the effectiveness of their teaching. It also provides teachers with the readiness levels of their students and shows them exactly where the students’ readiness, interests, and learning profile needs really are (Tomlinson, 2014).
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
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
Some examples of feedback conveyed by an audience is listening while the speaker is talking. This is a positive form of feedback for reason being it can let the speaker know that the individuals are paying attention to him/her. Secondly, noise is an example of feedback that can be destructive during a speech it can interrupt the speaker and possibly lower their self esteem more to the extent where their nervous antics come back even worse. Body language as well can influence the speaker in which they can see their audience’s facial expressions, posture, and gestures they are conveying throughout the speech.