...FORMATIVE ASSESSMENT 2 Abstract This paper explores the discussion of formative assessment in the classroom. It will do so by focusing on four discussions: (1) Describe how formative assessment is used in a class. (2) Explain the role psychometric models play in the creation of your assessment. (3) Explain the use of observational situations in formative Assessment. (4) Discuss expected challenges in your assessments, and how could they be addressed. These discussions will bring forward why understand the basics in understanding formative assessment and will generate a stronger role for an educator in dealing with today’s students. FORMATIVE ASSESSMENT 3 Description of how Formative Assessment is used in a class Formative assessments are basically the complete opposite of summative assessments, in where they are used on a daily basis in classroom instruction and not based upon reviewing students’ academic process periodically. Formative assessments are designed to help the instructor to determine what the students know, how to modify the instructional material to better aid the students comprehension, to help create more appropriate material, and better inform students of their own learning progress (Garrison, et. al, 2007). And, depending upon what type of material the teacher is responsible in instructing, there are several different facets the teacher can use in formative assessment, such as observation, worksheets, pop-quizzes, use of journals...
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...begin discussing formative and summative assessments, let’s first define assessment. According to Black and William, an assessment is a set of activities that teachers and students undertake to get information that can be used diagnostically to alter teaching and learning to meet student needs. This is, but not limited to: teacher observations, classroom discussion, interviewing/conferencing, and analysis of student work. The term assessment has such a broad meaning that understandably complicates the application of summative/formative assessing. It is the job of educators to decipher teaching and learning points that correlate with these two assessments. Formative assessments is any means by which a teacher figures out what students are and are not getting in the classroom. They provide feedback for the purpose of teaching and learning, but not for the purposes of grading (Garies, 2007). Summative assessment is a formal method of assessment, based on facts. This formal method confirms student knowledge about previously learned concepts or units of study, (i.e., high stake testing, state common core testing, and end of unit exams.) Formative assessment is part of the educator’s instruction, providing the student with constant constructive feedback to harness learning objectives. Formative assessments enable students to develop a sense of individuality within their studies and directs learning in the classroom. On the other hand, summative assessments result in definitive...
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...1.1 My own capability and readiness To deliver and prepare for the Activity 1 I was using Systematic Training Cycle, where it says: Identify Training needs Setting training objectives Plan the training Implement the training Evaluate the course Analysis and review Identify Training needs For training I had to identify participant-training needs, had to answer a question: why did I decide to conduct customer service training. And what needs should be improved during this training. My current job is related to customer service in that point my own confidence was high to this subject. Absolutely, ready for any questions, after session or during the Training. Setting objectives To set Smart objectives, which should be specific, measurable, achievable, realistic and time bound for my 30 min session. An ideas and range choice of training material I got in Internet and CIPD website also Course Companion. Had to mark areas to cover essential work-related skills. What knowledge participants have to demonstrate at the end of the training session. To begin, I created a training plan include information and length of each topic, very important timing of each objective. Preparation To present myself at the course in had to unsure that I am dressed in the way that meets the expectations of the workshop. During training my body language should show confidence. Making eye contact with participant, had to show attention to the group. For better delivery of training...
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...Collaborative Learning Community: Three Reading Lesson Plans Grand Canyon University EED 475 3/12/2013 Lesson 1 Standards: • 2.1Understand how text features (e.g., format, graphics, sequence, diagrams, charts, maps) make information accessible and usable. • 2.2 Analyze text that is organized in sequential or chronological order. • 3.2 Identify the main problem or conflict of the plot and explain how it is resolved. Grade: 5th Theme: Reading intervention Lesson Topic: Charlotte’s Web by E.b. White Objectives: • Students will read Charlotte’s web and collect main ideas, events, and characters. • Students will work in collaborative learning groups to create a timeline which will include characters, and events. • Students will support their ideas with text evidence and research. Learning Strategies: Direct instruction, Collaborative learning, and Explicit instruction. Key Vocabulary: Commotion, Masterpiece, Conspiracy, Exertions, Gullible, Specimen, Morsel, Phenomenon, Pummeled. Materials: large piece of construction paper, crayons, color pencils, notebook, and pencil. Motivation: The teacher would have assigned the class to read Charlotte’s web by E.b. White. The teacher would ask: 1. How many of you have read a book but didn’t know how one event lead to the other? 2. How can we keep track of event and ideas in a book that are important as we read? The teacher will then model how students will use their writing...
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...Teacher Quality Project http://fp.uni.edu/itq Prompt for Teacher Work Sample THE VISION Successful teacher candidates support learning by designing a Teacher Work Sample that employs a range of strategies and builds on each student’s strengths, needs, and prior experiences. Through this performance assessment, teacher candidates provide credible evidence of their ability to facilitate learning by meeting the following standards: • The teacher uses information about the learning/teaching context and student individual differences to set learning goals and objectives, plan instruction, and assess learning. • The teacher sets significant, challenging, varied, and appropriate learning goals and objectives. • The teacher uses multiple assessment modes and approaches aligned with learning goals and objectives to assess student learning before, during, and after instruction. • The teacher designs instruction for specific learning goals and objectives, student characteristics and needs, and learning contexts. • The teacher uses on-going analysis of student learning to make instructional decisions. • The teacher uses assessment data to profile student learning and communicate information about student progress and achievement. • The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice. Your Assignment You are required to teach a comprehensive unit. Your instructional goals...
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...formal formative assessments were planned. The diagnostic assessment planned for LE1 is a formal formative record sheet aligned to the outcomes in Stage 1 and will be used to assess students’ prior knowledge of the topic. Diagnostic assessments provide the teacher with critical information, such as prior knowledge and misconceptions that can be used to guide future learning experiences and differentiate learning (Ontario Ministry of Education, 2010, p. 38). Next, a mid–unit summative assessment was planned for LE5 to check student progress towards the learning outcomes. This summative assessment will help gauge student understandings and inform future learning experiences;...
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...Formative and Summative Assessment (Journal 1) By: Cinthia Herrera Edu: 645 Learning and Assessment for the 21st Century Instructor: Amy Peterson July 29, 2013 In comparison of the formative and summative assessment is that, they are both part of the broad assessment process which may span for days, weeks, a full semester, an entire school year or even longer. When it comes to formative and summative assessment teachers traditionally have not been well trained and this is because they believe these activities are supplemental or peripheral to the instruction process (Kubiszyn & Borich, 2013). These two assessments are only tools and can both be poorly designed, misused unintentionally, and impair their usefulness if abused intentionally. Both, Formative and summative assessment can be referred to as single measures that yield results at a single point in time in a classroom, and they are both a part of an assessment process to help make educational decisions (Kubiszyn & Borich, 2013). In contrast summative assessment are lengthy and are used to assign grades, evaluate curriculum effectiveness, assess annual gains in student, school, and district academic improvement. This assessment is good to inform about broad achievement trends after instruction has been completed. Summative is not a useful tool if the purpose of testing is to evaluate the effectiveness of instruction on a day-to-day basis. It is also not designed to be sensitive to small specific changes...
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...Chapter I THE PROBLEM AND ITS BACKGROUND Introduction Mathematics is a body of knowledge centered on such concepts as quantity, structure, space and change, and the academic discipline (Pierce 1879-1880). It is considered a necessary part of general education and has become a required subject in the curriculum across instructional level. In addition to general education, Mathematics contributes to more specialized education of various professionals like scientist, accountants, statisticians, engineer and other profession which rely heavily on accurate measurements and qualifications in order to understand better the studies they are conducting. Mathematics is definite, logical, and objective. The rules for determining the truth or falsity of a statement are accepted by all if there are disagreements, it can readily by tested. It is in contrast with the subject characteristics of other subjects like literature, social studies and arts (Salandanan, 2007). It deals with solving problems which are similar to all other problems everyone is confronted with. Mathematics is one of the most important subjects, must understand. It is thought by many as a difficult subject. Such perception is the result of the lack of exposure on the various topics on Mathematics. Nobody is born mathematician, yet everyone can learn it-and MASTER it (Lopez, Ato-Lopez, Valencia, 1997). This, through familiarity with the concepts, processes and types of mathematical problems coupled with constant...
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...Assessment and classroom learning By Black, Paul, Wiliam, Dylan, Assessment in Education: Principles, Policy & Practice Mar1998, Vol. 5, Issue 1 ABSTRACT This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self-assessment are considered alongside analysis of' the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice. Introduction One of the outstanding features of studies of assessment in recent years has been the shift in the focus of attention, towards greater interest in the interactions between assessment and classroom learning and away from concentration on the properties of restricted forms of test which are only weakly linked to the learning experiences of" students. This shift has been coupled with many expressions of hope that improvement in classroom assessment will make a strong contribution to the improvement of learning. So one main purpose of this review is to survey the evidence which might show whether or...
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...justdoitok.weebly.com Celestine McCormick EDU 225 8/24/2015 Mr. M Part 1: Assessment Technology(150-250 words). Formative assessments are used on a daily bases for public school students or private school students. A formative assessment is a way of assessing a students knowledge or ability on a given subject without actually giving the student a grade. Some schools use different types of activities and technology to gauge the students level of a achievement in a given subject for example math. There are some websites that even use games to measure what a student can and cannot do. It is the teacher's responsibility to either reteach the area that the student is weak in or if a student is strong in a given area the teacher can decide to move on to the next subject, this depends on how many students in the class need help or can advance forward. Formative assessments are basically an informal way to observe a scholar. In order to do this there are various tools available on the internet. Edmoto, Socrative and skype are just a few things that are used in the classroom to assist in the educational process. Part 2: Blog Post Introduction (4-6 Sentences): When students are fully engaged and entertained in the classroom it is thought that they will actually learn. This is possible with the use of technology in today's society. Imagine how scholars can be influence by a device that reads to a students that has trouble reading. This device can be used not...
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...Alain Hutchison EDU 225 01/24/16 Larson Part One: Assessment Technology: So I used Edmodo.com/ahutchison01. I found it to be very easy to use and to post quizzes and communicate with my students. So when you go to the website, you will login by picking the student option and then they will ask for a Group Code: dzcbct. This will give you access to my website. I have created a 5-question quiz Place Value and Rounding, which is a formative assessment that will need to be completed prior to every quiz day, which is Wednesday. I will introduce the objective of this lesson, introduce the vocabulary and will let then know the purpose of learning place value and rounding and how we do things in our daily lives. This is a formative assessment at it will let me know who is paying attention in class and understands the material and I will have to make sure that I am giving those few students the extra attention they need to make sure that they can keep up with all of the material that we are going over. The answer to the 5 - questions are: 1. A 2. B 3. B 4. B 5. C Blog Post Introduction Utilizing software is very important to supporting assessments as it can keep a detailed record of the students progress throughout each class, grade or assignment which a great tool for any teacher to have at their disposal. It’s something that needs to be implemented to every classroom in some way whether you use Plickers.com for younger students or Edmodo or Socrative...
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...society and communities change school systems too must keep up with these changes. For this reason a review of educational researchers would be appropriate in order to evaluate how their ideas can assist in modernizing the teaching experience, and improve school systems. Larry Ainsworth This author concentrated his efforts in the area of Common Formative Assessments which is the hallmark of standards-based assessments systems for school districts. What are common formative assessments and what does this mean for a school system? These are periodic or provisional assessments that are a collaboration in designed by grade-level or courses. Usually these efforts are divided in teams of teachers, and are administered to all students by grade level or courses. This is repeated several times during the school year as determined by quarters, semesters, trimesters, or the whole school year. These assessments are a matching pre- and post-assessments which ensure same assessment to same-assessment comparisons to one-another. Together, they are comparable in design and arrangement from school district and by state assessments as well....
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...provide a grade”(Lefrancois,2013). This paper describes the learning including activities that occurred prior to the assessment, a preview of the assessment, along with an explanation of how data received from the test was used to develop future instruction. Differentiated instruction along with the inclusion of technology was used to promote proficiency in all students. Part I The learning objective to be measured with the summative assessment of this assignment is “students will be able to demonstrate command of the conventions of standard English subject verb agreement” (CCSS.ELA-LiteracyL.8.3.A). Students were prepared for the assessment by the use of traditional and differentiated instruction, formative assessment and self reflection. Self reflection was introduced to students during an anticipatory set seen during the introduction of the lesson. As students entered the classroom, they were presented with sample verbs and subjects on the SmartBoard, and asked to create sentences with them. For example: The red ball, The black dog, The yellow school bus,crossed the road, rolled into the street, chased the children. An example of a correct sentence would read, The black dog chased the children. After students...
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...3DLA F211B CIPD Assessment Activity Template |Title of unit/s |Delivering Learning and Development Activities | |Unit No/s |3DLA | |Level |Foundation | |Credit value |6 | |Assessment method |Written, Observation | |Learning outcomes: | | | |1. Be able to create an environment conducive to learning. | |2. Be able to plan and deliver learning and development programme activity to individuals and groups. | |3. Know how to review learning and development activities | |All activities should be completed ...
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...making the summative assessment. In case there are issues or phases that need to be improved, it would be much cheaper doing it over time. He argues that the best way to achieve the formative assessment on the game is by getting feedback from the user. Once a variety of people who are playing the serious game finish a test, the designer ought to ask them several questions like what improvements should be made, what did they like about the game and what didn’t they like and from this, they can work out on what can be done to make the game effective. (Boston, 2009) However, Michael & Chen describe three other forms of assessments. (Michael & Chen, 2006) They are completion assessment...
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