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Why Bother with Formative Assessment?

Why Bother with Formative Assessment?. Robert Huxley, Graduate School of Education, Bishop’s University. Part One:  Sharing success criteria with learners . Five Parts of Formative Assessment. Do you know what you want from this lesson? Do students? How do you do this?

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Why Bother with Formative Assessment?

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  1. Why Bother with Formative Assessment? Robert Huxley, Graduate School of Education, Bishop’s University

  2. Part One:  Sharing success criteria with learners Five Parts of Formative Assessment

  3. Do you know what you want from this lesson? • Do students? • How do you do this? • Write down some ideas in one minute. Sharing success criteria with learners

  4. Part Two: Classroom questioning Five Parts of Formative Assessment

  5. Questioning for assessment… • …of what exactly? • …of whom?Thoughts? One minute, go! Classroom Questioning

  6. Part Three: Comment-only marking Five Parts of Formative Assessment

  7. Feedback: Critical but Contradictory At the moment research believes: • Concentrate on the specifics task or process • Ignore the self How do you make a good comment? What does a bad one look like? One minute again… Comments-only marking

  8. Part Four: Peer- and self-assessment Five Parts of Formative Assessment

  9. Can you learn from students? What would this look like? Ideas? Peer and Self Assessments

  10. Part Five: Formative use of summative tests Five Parts of Formative Assessment

  11. We have to test. Can we learn something off of them even if they come at the end of a learning cycle? How could you do it? Formative use of Summative Assessments

  12. Comments, peer feedback, student feedback, notes, marks… it doesn’t add up! • How do you keep this information in a form that you can use? Keeping it together

  13. Your friends: Progression of Learning and the Curriculum guides From these: • Course outlines • Word walls • Websites HINT: Students will not look at these unless they are visible DAILY, change WEEKLY and are referred to OFTEN Sharing success criteria with learners

  14. Start off with “Why am I doing it?” Good • Understanding prior learning • Linking between the old and new • Adaptation Be Careful • Praise • Verbal Feedback Classroom Questioning

  15. Comments-Only Marking

  16. Resources • Index Cards • Post it notes • Reflection Cards • Proof Cards Peer and Self Assessment

  17. Formative use of Summative Assessments

  18. Excel or equivalent for you • Hanging File and subject folders for students • Plastic sheet protectors help too • Glue onto scrap paper/scrap book Keeping it all together

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