The Assessment Of Formative Assessment

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.

During web based instructional design (WBID) and development, formative evaluation will occur from school experts including the schools technology manager, assistant principal of curriculum, and the business department chair. They will review the materials presented in the WBI (web based instruction) elements for design, content, graphics, structure, message, and technical specifications. Formative of the final WBI prototype will take place as a small group of students (one section) field test the WBI over a term. Test and assignment scores, student participation, surveys, and discussions with students will assist with determining the relative successes and failures of the program as well as areas that need improvement.

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

I believe assessment is important and is the basis of planning for instruction, whether it is diagnostic prior to learning, formative during units or lessons, or summative to evaluate student learning. Rowan’s quote in Every Teacher’s Guide to Assessment, "After all, in the end, the problem is less the idea of testing itself, but how we design them, apply, them, and make use of their data." definitely has an impact on my assessment practices. I feel it is necessary to make sure the student acquires all aspects of the learning. Assessment should be used to bring a value for students. Within my instruction, I implement daily formative assessments which may include turn and share, quick writes, graphic organizers, online discussion responses, KahootIt, and other forms. Designing the appropriate formative assessment to match the lesson is important to assess how the learning is taught and whether the students are showing progress. In addition, I have worked on building blocks of formative assessments in checklist style leading up to the point of reviewing for a summative test. Each of these are checked off as completed and instant feedback is given. Feedback from an assessment is essential to student learning and how a teacher will ensure the content is being acquired.

The first thing to learn about formative assessment from the video "Unpacking Formative Assessment" is that it is a complex process, consisting of five major strategies, such as fixing and adjusting learning intentions, questioning, providing regular feedback, activating self, and activating peers. Another major learning form the video related to the formative assessment process is the importance of setting individual goals for students as they tend to think in different directions. Another important thing that I learned is that the majorities of teachers tend to spend their time designing methods and strategies of formative assessment and do not take into consideration the fact the formative assessment is not the most important aspect of learning

When planning future lessons, teachers should use previous days daily assessments to determine the level of the students’ understanding of the objectives. Teachers should reflect on the results of the daily assessments and determine the best way to adjust their lessons in order to focus on the objectives. In doing this, teachers will be using the outcomes of student learning to drive their decision making instead of following a set teaching guide.

In my short period of teaching, I have experienced many different types of assessments, those that were administratively required and personally selected. One particular style of assessments that I often use is curriculum-based measurement assessments (CBM probes). On a daily basis I test/quiz my students to make sure that they understand each required step to solve the problems. Sometimes this comes in the form of a quiz, and other times it is presented as a quick check that lasts about a minute long during my class. According to Kubiszyn and Borich (2013) the frequent administration of these brief formative test allows me to make daily adjustments to instruction, when needed, to maximize my students learning. As a result, curriculum based assessments are effective for my students because we can always go back and revisit a topic or concept

A. Pre-assessment/Assessment of Prior Knowledge- 1. Students may have misconceptions or misunderstanding about the drinking water shortages in some places on Earth. Students may not understand how the temperature of the water will affect the salinity of the water. Students may misunderstand information about the Gulf Stream and they may think that it is located in the Gulf of Mexico. Another partial understanding students may have is how the sloping of the ocean floor affects the wave heights. Lastly, students may have a misconception about the subsurface geologic features of the oceans compared to geologic features of the World, like volcanoes and ocean trenches.

Educational organizations from this study may understand that there has been a general lack of conceptual clarity with regard to the formative assessment practices among stakeholders as a result of which, many apparently formative assessment tools and procedures have, in effect, been summative in nature that is assessment to gauge, at a particular point in time. Although the information gleaned from this type of assessment is important, it can only help in evaluating certain aspects of the teachers' abilities and skills but the point and purpose of this study is to implement peer observation strategy to ‘enhance’ rather than ‘measure’ professional learning.

Formative assessment is what guides and focuses student learning in the classroom. Depending on which resources a person is reading, formative assessments take on slightly different meanings and interpretations. Fisher and Frey promote formative assessment as continuous assessment practices that students and teachers use to check the students’ level of understanding. Wiliam says formative assessments are those that provide information that will be used to make decisions on the next learning steps. In either case, formative assessments provide both the teacher and student information on the current learning situation as well as provide ideas to enhance the learning experience in the future.

The methodology involved with this evaluation is predominately formative assessment, and is administered through a qualitative case study. The data collection will span approximately three months. Two of these months will be during the course, and the following month is used to schedule interviews with both the students and the instructor. While it is acknowledged that a month for the interviews is a large time frame, it is given as a curtsey to both the instructor and the students.

Formative assessment is when pupil learning is measured against objectives using ongoing methods of assessment. Strategies to check the learning in a lesson include asking open-ended questions as it will encourage children to put forward their ideas without being led by adults. A lot of things can be gathered by just observing pupils, such as the methods they use to work things out or what they find difficult in their work. Observing pupils can take place daily or formally through direct observations. Other examples are: checking pupils' understanding through questioning pupils about their learning and asking them what they know; listening to how pupils describe their work and their reasoning tells you about the methods they use; engaging pupils

It is used in improving the performance of teacher, student and curriculum developer. It is used in determining the mastery level of the learner and the remedy to make. It is a quality control evaluation. In the words of A.J. Nikto, “Formative evaluation is concerned with judgements made during the design or development of a programme which is directed towards modifying, forming and otherwise improving the programme before it is completed.” Formative evaluation is used to monitor learning progress during instruction and to provide continuous feedback to both pupil and teacher concerning learning successes and failures. Feedback to pupils reinforces successful learning and identifies the learning errors that need

Formative assessment is rather a practice where the teacher is able to give feedback for improvements and simultaneously allows the students to develop the ‘revision culture’. By getting feedbacks form the teachers, students are able to identify their weaknesses and strengths. Moreover, they develop the culture of how to learn for a specific objective. Also, the teachers identify the topics where their students are struggling and plan their lesson according to the needs of their

“Formative assessment is a process used by teacher and students during instruction that provides feedback to adjust on going teaching and learning to improve students’ achievement of intended instructional outcomes” (Caroline Wylie and Christine Lyon, 2013). I believe that formative assessments are essential for both students and teachers to inform instruction within lessons and they confirm what a student has mastered and identified the learning that comes next for the students. I approve that asking better questions affords students an opportunity for deeper thinking and provides teachers with significant insight into the degree and depth of student understanding. In my class, when I started the lesson with inquiring based questions by eliciting learners’ level of background knowledge, the students promptly gave feedback or response quickly to their partners as pair work. It was so notable that I could make inferences about student thinking and adjust instruction appropriately through attending to student responses. I confirm that using visuals to teach a concept is very effective and can create smoother transitions between activities. I felt that based on the visual aids, my students could predict the concept of a lesson and they got the concept of what they are learning about. It was remarkable that turn and talk strategy really engaged my students’ learning by allowing all students to talk about a question or topic that I have introduced in class. At that time the