Summary The article, Formative Assessment Made Easy, states that since 2006, the majority of

Getting assessments to the desirable level is therefore vital, both for teacher and students. From the Educational Assessment Landscape chart, I believe the measurements go hand-in-hand to offer students the opportunities to show what they have learned through differentiated assessments, all leading to the final result of success in summative

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.

The summative assessment is a formal assessment that takes place at the end of the learning course, module or programme. It used to measure the achievement of set criteria quality of the work produced. This type of assessment is often stressful to

Summative is where the focus is on determing what the pupil has learned for example in a test at the end of term.

Due to the ongoing nature of it, formative assessment allows me to stay more aware of student progress and any difficulty as it

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

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

When a teacher introduces the idea of formative assessment to a classroom, modifications may need to be made for it to work its purpose. The teacher might need to alter their teaching method and the student will need to be open to changing their learning style to accommodate the change. If both the teacher and students can achieve this, then formative assessment will be successful (al., C. E., 2016). If unsuccessful then formative assessment can be seen by both the teacher and student in a negative light. For example, The Classroom Experiment (Barry, 2010), showcased a range of different formative assessment techniques that can be quite successful in the classroom. One technique that Dylan Wiliam posed was that the teachers give each student

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).

In order for teachers to use formative assessment effectively there must be these components: it must be incorporated into each lesson, must have student involvement, must collect information on student performance to determine if outcomes are meet, must give the teacher feedback to help shape and guide student learning, and must give the student feedback to help them reflect upon their learning. Anecdotal Records, Quizzes, Portfolios, and Student-Led Conferences all meet the components of an effective formative assessment and are applicable within a Social Studies classroom.

In today’s educational environment, all students expect to receive the same level of instruction from schools and all students must meet the same set of standards. Expectations for students with learning disabilities are the same as students without any learning difficulties. It is now unacceptable for schools or teachers to expect less from one segment of students because they have physical disabilities, learning disabilities, discipline problems, or come from poor backgrounds. Standardize testing has resulted in making every student count as much as their peers and the most positive impact has been seen with the lowest ability students. Schools have developed new approaches to reach these previously underserved students while

The Assessment of Individual Differences in General Education and Special Education: A Socio-Cultural Perspective course was very helpful to learn how to use data-supported Instruction. I heard “data-driven instruction” for a long time, but I never was thinking what it means in every day life teaching situations. Every time I heard it, I thought about standardized tests as a form of assessment that helps to collect information about students performance, and I never thought that it is a cycle that starts from giving students assignments, collect the data by grading the assessments, and analyzing this data to make decisions for future instruction. The data could be used to give students individual help, find

Teachers and school staff use ongoing assessments to determine a student’s ability level in different academic areas, as well as to learn the best way to help the student (Wolery, & Bailey, 2002). In the area of special education, the assessment process is undeniably essential. Parents, teachers, specialists and counselors will use different assessments to identify a student’s strengths and weaknesses, as well as their