TDA 3.7 Assessment for Learning

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.

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.

As a tutor I will carry out various methods of assessment to maintain continuous improvement; I also involve my learners in the process.

Compare and contrast the roles of the teacher and the learning support practitioner in assessment of learners’ achievements

Assessment is carried out through formative (checks throughout the course), ipsative (to test against previous marks), and/ or summative (at end of course) activities to help the learner see their development whilst allowing the Assessor to give valuable feedback when appropriate. It’s purpose is to measure the learners understanding of the subject against the anticipated outcomes set by the criteria.

1.1 Compare and contrast the roles of the teacher and the learning support practitioner in assessment of learners’ achievements.

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

There are many reasons why we assess learners. Assessments enable tutors to measure learner’s progress towards their goal. And feedback can be given to help them such as outlining their strengths and weaknesses. Feedback is used to help learners learn and improve, and is the most important aspect of formative assessment. This can be given in various ways such as written, oral, in the form of graded/marked assignment etc. When giving feedback it is good practice to bear in mind the following points. It is important to give immediate feedback if possible; turn negative comment into constructive comments such as what to improve on before the next assessment; make assessment criteria clear, accurate and available; feedback to be clear, accurate and recorded; praise learner on achievement; encourage positive attitudes and make further suggestions. Learners can be encouraged through communication of how well they are doing and what skills and knowledge they are developing.

Formative assessment focuses on conducting how the student learns over time. Teachers test based on understanding and comprehending of the lesson such as; chapter tests or small quizzes. This third grade teacher uses review packets, chapter tests, bonus homework sheets, individual whiteboard sheets, and whole-class discussions. For example, if a child is learning about multiplication and has to apply the concept to a word problem, but has no concept in combing the lesson to solve the problem. This informs the teacher that the child doesn’t understand the lesson or needs to go back to change how it could be taught differently. These assessments shows the teacher whether the child understand the concept they are learning or whether the teacher needs to change her teaching. Summative assessment has a different goal towards the students’ learning at the end of a unit by comparing it against some benchmark score. This assessment focuses on the curriculum aspect on assessing the whole picture meaning the unit at the end of the lesson. The practicum teacher works on providing checklists, checking problems before moving on to the next problem, using hand signals, and writing in their math journals. Students enjoy using hand signals to answer the problem and use their individual white boards to personally solve the problem. There are a few benefits of using hand signals in the classroom. Incorporating these signals provide teachers a quick visual check on whether the students understand how to solve a problem and comprehend the problem. For example; using thumbs-up, hands on your

* This is to determine if the delivery and assessment meets the requirements of the standards or assessment criteria , the whole assessment process needs to be accutat, consistate, safe and meets all organisation requirements.

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

Brookhart summarized formative assessment by mentioning two key elements. She expressed that it informs teaching practice and guides instructional decisions based on the information that formative assessment provides. Brookhart also mentioned that students can receive scaffolding as a result of formative assessment which ultimately improves their learning and academic achievement (2007, p. 43). It is important to note that formative assessment is not a one-time test. Rather, it is a sequence of checking for understanding that directs instruction to assist student’s needs. The core purpose of formative assessment is to improve student learning, thus Clark (2010) suggests that “it is the conception of teaching as an art and the adaptation of teaching methods to meet needs in practical settings that is of fundamental importance when considering how to further student learning” (p. 342). Hence, to further student learning, formative assessment must be used and be used accurately. Clark (2010) lists several methods in her book, but one important element is feedback and how that aids in the meta-cognition process for students. She explained that learners have to be supported in their meta-cognition skills as they need to be challenged to think about their thinking (p. 342-344). One way to provide immediate feedback to the

There are two forms of assessment; formative and summative. Formative assessments are carried out as the course progresses. These are an informal and simple way of gauging how and what your students are learning. This then allows teachers to amend their teaching

In addition, it provides the learners with feedback on their progress and show them whether there is a development on their learning or not, but does not contribute to the overall assessment. Feedback is a key aspect in formative assessment, for only by representing to the learners what is required for their next steps in learning can the teacher bring about the intended engagement in learning.