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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.

Lydia M. Olson Library, Dec.21, 2009, Evaluating Internet Sources, A Library Resource Guide, retrieved from http://library.nmu.edu/guides/userguides/webeval.htm

Formative assessment is a more formal type of assessing where the focus is on monitoring pupils response to the lesson and any progress made.

In their book They Say I Say, Gerald Graff, Cathy Birkenstein, and Russel Durst outline strategies writers can use to avoid common mistakes often seen in academic writing. The book thoroughly outlines the different components that make up academic writing, such as initially summarizing what others have said before, responding with original ideas, proving a purpose to the writing, and connecting the writing in a logical and eloquent manner.

Assessments are the process of evaluating an individual’s learning. They involve generating and collecting evidence of a learner’s attainment of knowledge and skills and judging that evidence against defined standards. Formative Assessments (quizzes and practical tests) are used to

Criteria Used in Evaluating Web Resources. (2014, January 1). Retrieved November 5, 2014, from http://unfccc.int/essential_background/library/items/1420.php

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

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 assessments are extremely important in the classroom to tell whether students are learning the content or not. The teacher utilized hand signals, graphic

Formative assessment, or assessment for learning as it is often called, is the assessment that

Greene, Stuart, and April Lidinsky. From Inquiry to Academic Writing: A Text and Reader. 2nd ed. Boston: Bedford/St. Martin's, 2008. Print.

The above referenced sources where selected for use based on credentials of the authors, the style and tone of writing, impartiality, and currency of the information presented. Web sources were cross-referenced with other websites and

As time goes by, spending four months on Introduction to Academic Writing with Professor Ackerman, quite widespread knowledge as well as writing technicals have I gained. In spite of the six questions listed on the paper, I must say that I successfully cultivating myself more or less achieving the large part of positive changes. The following is the reflection of mine about WAC for this semester.

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