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Overview. What is formative assessment and what does research say about it?Examples of formative assessmentHow does it fit in with other assessments?Operationalizing formative assessment in the classroom. . What is Formative Assessment?. . An Ongoing Process To:Elicit evidence about student learningProvide feedback to teachers and student about learning Use feedback to adjust instruction and learning tactics in real timeClose the gap between the learner's current state and desired goal9448
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2. Overview What is formative assessment and what does research say about it?
Examples of formative assessment
How does it fit in with other assessments?
Operationalizing formative assessment in the classroom
3. What is Formative Assessment?
4. An Ongoing Process To:
Elicit evidence about student learning
Provide feedback to teachers and student about learning
Use feedback to adjust instruction and learning tactics in real time
Close the gap between the learner’s current state and desired goals
5. Reviews of research on formative assessment by Natriello (1987) and Crooks (1988) updated by Black and Wiliam (1998)
Regular use of classroom formative assessment would raise student achievement by 0.4 to 0.7 standard deviations (Black and Wiliam,1998)
Subsequent long term studies found large effects (e.g., Wiliam, Lee, Harrison & Black, 2004)
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7. Feedback
8. Clear, descriptive, criterion-based feedback to students that indicates:
v how their response differed from that reflected in desired learning goal
v how they can move forward
9. Why Feedback?
Formative assessment can enhance learning when it provides students with feedback about specific qualities of their work, and about how to improve
(e.g., Black & Wiliam, 1998; Crooks, 1988; Kluger & DeNisi 1996; Natriello, 1987; Rea-Dickens, 2001; Stipek, 1996; Turnstall & Gipps, 1996)
10. Teachers and students have shared understanding and ownership of the learning goal
Students become involved in self- and peer-assessment
Students make more knowledgeable decisions about learning strategies/tactics
11. Why Student Involvement?
Metacognition: process of reflecting upon one’s own learning
crucial to effective thinking and problem-solving
hallmark of expert thinking (NRC, 2000, 2001)
Students’ involvement in their own assessment produces learning gains (e.g., Ross et al., 2002; Wiliam et al., 2004)
Self-assessment increases students’ responsibility for their own learning and makes the student-teacher relationship more collaborative (Gipps, 1999).
12. Examples of Formative Assessment
18. Observation
Planned for interaction
Multiple choice with ABCD cards
Exit cards
Spontaneous assessment
19. Identify when you want evidence
Determine the type of evidence you need to help you understand student learning
Select from “menu” of formative assessment options
20.
Aligned to learning goal
Appropriate to purpose
Use multiple sources of evidence (triangulation)
Generate information that enables further learning to take place
21. How does formative assessment fit with other assessments?
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23. Assessment Cycles
24. Operationalizing Formative Assessment in the Classroom
25. The Feedback Loop
26. The Feedback Loop
27. Feedback Loop
28. The Feedback Loop
29. Feedback Loop
30. Feedback Loop
31. Feedback Loop
32. Feedback Loop
33. The Feedback Loop
