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Formative Assessment

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Formative

Assessment

Assessments include ___ activities that teachers and students undertake to get ___________ that can be used diagnostically to _____ teaching and learning.

all

Formative assessments include ___ activities that teachers and students undertake to get ___________ that can be used diagnostically to _____ teaching and learning.

information

adjust

Assessments include all activities that teachers and students undertake to get information that can be used diagnostically to adjust teaching and learning.

Examples include:

- teacher observation,
- classroom discussion, and
- analysis of student work, including homework and tests.

Assessments become formative when the information is used to ________ teaching and learning to meet student needs.

adjust

Doug Eder- www.siue.edu/assessment

Doug Eder- www.siue.edu/assessment

Doug Eder- www.siue.edu/assessment

Doug Eder- www.siue.edu/assessment

Doug Eder- www.siue.edu/assessment

Doug Eder- www.siue.edu/assessment

Doug Eder- www.siue.edu/assessment

Doug Eder- www.siue.edu/assessment

Doug Eder- www.siue.edu/assessment

Doug Eder- www.siue.edu/assessment

Doug Eder- www.siue.edu/assessment

Doug Eder- www.siue.edu/assessment

Doug Eder- www.siue.edu/assessment

Formative Assessments

High Achievement

Pretest

4

Refocused Instruction

3

2

1

Formative Assessments

High Achievement

Pretest

4

Refocused Instruction

3

2

Formative Assessments

High Achievement

Pretest

4

Refocused Instruction

3

Formative Assessments

High Achievement

Pretest

4

Refocused Instruction

Formative Assessments

High Achievement

Pretest

Refocused Instruction

Corrective Instruction

does

Anything a student ______can be used as an assessment tool.

Again, there is no best practice; it’s whatever works for the teacher and this particular set of students.

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Formative

Assessment

does

Anything the student ______can be used as an assessment tool.

Again, there is no best practice; it’s whatever works for the teacher and this particular set of students.

- 2. Teachers should determine the purpose.
- In order to administer any good assessment, be it formative or summative, there must be a clearly defined purpose. Ask these questions:
- What concept, skill or knowledge am I trying to assess?
- What should the students know?
- At what level are my students performing?
- At what level would I like them to be performing?

- 3. Create rubrics. Research has shown that showing
- students what is expected of them, and why, gives them
- the opportunity to become active in their own
- education. It also helps them take responsibility for
- their work and their own learning.
- Determine what a successful project will look like via clearly defined criteria. What makes it a “1” vs. “5”?
- List important aspects of performance; no more than 10 (Ex: using
- vocabulary words, punctuation…etc).
- Be clear
- Make sure students understand
- Post the criteria: e.g. slice of pizza (supporting detail, vocabulary, punctuation)

- 4. Choose the activity: formal vs. informal
- Informal; students do not know they are being assessed. Classroom discussions; discussions between students; minute papers; homemade
- assessments; peer instruction; student journals; student self-evaluation sheets; editing.
- Formal; students know there is a grade associated with the result. Homework assignments; classroom assessments; student journals; classroom presentations; portfolios; editing.

- 5. Monitor feedback.
- Using both formal and informal, examine if students have mastery of subject.
- Where are the gaps?
- Are there things that most students do not understand? If so, then is it a
- teaching problem or a content problem?

90% of what is considered “impossible”

is, in fact, possible.

The other 10% will become possible

with passage of time and technology.