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Formative Assessment Definition

Formative Assessment Definition
Formative assessment refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course. Formative assessments help teachers identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or learning standards they have not yet achieved so that adjustments can be made to lessons, instructional techniques, and academic support. The general goal of formative assessment is to collect detailed information that can be used to improve instruction and student learning while it’s happening. Formative assessments are commonly contrasted with summative assessments, which are used to evaluate student learning progress and achievement at the conclusion of a specific instructional period—usually at the end of a project, unit, course, semester, program, or school year. The following are a few representative examples of formative assessments: Related:  EDT 658 final project

What Are Formative Assessments and Why Should We Use Them? "Informative assessment isn't an end in itself, but the beginning of better instruction." —Carol Ann Tomlinson Traditionally, we have used assessments to measure how much our students have learned up to a particular point in time. Since formative assessments are considered part of the learning, they need not be graded as summative assessments (end-of-unit exams or quarterlies, for example) are. When I work with teachers during staff development, they often tell me they don't have time to assess students along the way. Formative assessments, however, do not have to take an inordinate amount of time. Using a Variety of Formative Assessments The National Forum on Assessment (1995) suggests that assessment systems include opportunities for both individual and group work. Often, the opportunity to work with others before working on their own leads students toward mastery. Types of Assessment Strategies How to Use the Assessments in This Book In addition, for many strategies you'll find:

The Fundamentals of Formative Assessment In an effort not to duplicate information available in other resources, I have condensed the elements and their definitions quite a bit. If you would like to read more about the fundamentals of formative assessment, I recommend “Working Inside the Black Box” (Black, Harrison, Lee, Marshall, & Wiliam, 2004); Classroom Assessment for Student Learning: Doing It Right— Using It Well (Stiggins, Arter, Chappuis, & Chappuis, 2004); and Classroom Assessment and Grading That Work (Marzano, 2006). Formative Assessment Is Student Focused Formative assessment is purposefully directed toward the student. In brief: Formative assessment helps teachers Consider each student's learning needs and styles and adapt instruction accordingly Track individual student achievement Provide appropriately challenging and motivational instructional activities Design intentional and objective student self-assessments Offer all students opportunities for improvement In practice: Students in Mrs. Early in the unit, Mrs.

Videos — Community Formative vs Summative Assessment - Teaching Excellence & Educational Innovation - Carnegie Mellon University Formative assessment The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments: help students identify their strengths and weaknesses and target areas that need workhelp faculty recognize where students are struggling and address problems immediately Formative assessments are generally low stakes, which means that they have low or no point value. Examples of formative assessments include asking students to: draw a concept map in class to represent their understanding of a topicsubmit one or two sentences identifying the main point of a lectureturn in a research proposal for early feedback Summative assessment The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. a midterm exama final projecta papera senior recital

Examples of Formative Assessment When incorporated into classroom practice, the formative assessment process provides information needed to adjust teaching and learning while they are still happening. The process serves as practice for the student and a check for understanding during the learning process. The formative assessment process guides teachers in making decisions about future instruction. Here are a few examples that may be used in the classroom during the formative assessment process to collect evidence of student learning. Observations Questioning Discussion Exit/Admit Slips Learning/Response Logs Graphic Organizers Peer/Self Assessments Practice Presentations Visual Representations Kinesthetic Assessments Individual Whiteboards Laundry Day Four Corners Constructive Quizzes Think Pair Share Appointment Clock eHow: Types of Formative Assessment

Techy Things Teachers Should Try: EDpuzzle EdPuzzle allows you to add your voice and questions to educational videos. On EdPuzzle you can search for educational videos from multiple resources. Once you've found a video you can insert your own voice comments or create a series of questions to go along with your chosen video. Questions are inserted along a timeline that matches the video. You can provide students with a private classroom code for access. Step 1:Crop the video, use only what you need for your lesson. Let your students learn by doing. Teachers can decide if they want to prevent skipping in their assignments. Uses in the classroom: * interactive * students are engaged * formative assessment data * students hear own teachers voice and explanations * multiple choice quizzes * problem solving skills * teacher can identify student who are struggling * teachers and student can check for understanding

Formative vs summative assessment at UKCLE Here Rob East of the University of Glamorgan sets out the differences and indeed the similarities between formative and summative assessment. Rob has also contributed advice on the principles of effective assessment and ideas for the innovative use of group, self and peer assessment to the site. The difference between formative and summative assessment is often an area of concern for law teachers. The essence of formative assessment is that undertaking the assessment constitutes a learning experience in its own right. Writing an essay or undertaking a class presentation, for example, can be valuable formative activities as a means of enhancing substantive knowledge as well as for developing research, communication, intellectual and organisational skills. Formative assessment is not often included in the formal grading of work, and indeed many believe that it should not be. In contrast, summative assessment is not traditionally regarded as having any intrinsic learning value.

The Value of Formative Assessment The current wave of test-based "accountability" makes it seem as though all assessment could be reduced to "tough tests" attached to high stakes. The assumption, fundamentally unproven, is that such tests produce real improvements in student learning better than do other educational methods. In this environment, Paul Black and Dylan Wiliam's "Inside the Black Box: Raising Standards Through Classroom Assessment" (Phi Delta Kappan, October 1998) provides strong evidence from an extensive literature review to show that classroom "formative" assessment, properly implemented, is a powerful means to improve student learning -- but summative assessments such as standardized exams can have a harmful effect. Summative assessment is the attempt to summarize student learning at some point in time, say the end of a course. The evidence shows that high quality formative assessment does have a powerful impact on student learning. In sum, the state of formative assessment is quite weak.