formative assessment formative assessment assessment carried out during the instructional process...
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Seven Strategies of Assessment
Foooooooooooor
Learning
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FormativeAssessment
Assessment For Learning:
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Formative Assessment
Assessment carried out during the instructional process for the purpose
of improving teaching or learning. (Shepard, 2008)
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Formative Assessment
Assessment that is specifically intended to
provide feedback on performance to improve and
accelerate learning. (Sadler, 1998)
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Formative Assessment
Assessment that is designed to be an effective
partnership between the teacher and the student that leads to improved learning.
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Formative Assessment
•Occurs during instruction•Partnership between Teacher and Student•Two way feedback
•Guides the Learning
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Where AmI Going?
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Where Am I Going?
1.Provide students with a Clear and Understandable
Vision of the Learning Target
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Where Am I Going?
•Convert learning targets into student-friendly language.•Share the targets with students during instruction and/or at the beginning of independent practice.•Check to make sure students understand targets.
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Where Am I Going?
To check for understanding ask:
1. Why are we doing this activity? 2. What are we learning?
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Where Am I Going?
2.Use Examples of Models of Strong and Weak Work
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Where Am I Going?
•Begin with samples that demonstrate strengths and weakness in common problem areas.•Students analyze samples and justify their answers.•Teacher models creating a product with beginning, development, and revision part.
Where AmI Now?
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Where Am I Now?
3.Offer Regular
Descriptive Feedback
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Where Am I Now?
Effective Feedback:Information provided to students that causes an
improvement in learning as a results.
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Where Am I Now?
•Directs attention to the intended learning, point out strengths and offering specific information to guide improvement•Occurs during learning, while there is still time to act on it
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Where Am I Now?
•Addresses partial understanding•Does not do the thinking for the student•Limits corrective information to the amount of advice the student can act on
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Where Am I Now?
4.Teach Students to Self-Assess and Set Goals
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Where Am I Now?
•Identify their own strengths and areas for improvement prior to and after teacher has provided feedback
Action by Students:
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Where Am I Now?
•Write in a response log or journal at the end of class, recording key points they have learned and questions they still have
Action by Students:
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Where Am I Now?
•Using established criteria, select a work sample for their portfolio that proves a certain level of proficiency, explaining why the piece qualifies
Action by Students:
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Where Am I Now?
•Offer descriptive feedback to classmates
Action by Students:
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Where Am I Now?
•Use teacher feedback, feedback from other students, or their own self-assessment to identify what they need to work on and set goals for future learning
Action by Students:
How Can I Close the
gap?
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How Can I Close the Gap?
5.Design Lessons to Focus on One
Learning Target or Aspect of Quality
at a Time
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How Can I Close the Gap?
•Adjust instruction to target identified need•Work on one building block at a time with multi-aspect targets
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How Can I Close the Gap?
•At the end of a multi-aspect target, make sure students understand how all parts of the target come together
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How Can I Close the Gap?
6.Teach Students
Focused Revision
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How Can I Close the Gap?
•After focused instruction on a need, student works in small segments and teacher offers feedback
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How Can I Close the Gap?
•Students work in pairs to critique an anonymous sample and revise it using their own advise.
Student Practices:
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How Can I Close the Gap?
•Students write a letter to the creator of an anonymous sample they have just critiqued, suggesting how to make it strong for the aspect of quality discussed.
Student Practices:
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How Can I Close the Gap?
•Students analyze teacher’s work for quality and make suggestions for improvement. Teacher revises work based on their suggestions.
Student Practices:
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How Can I Close the Gap?
7.Engage Students in Self-Reflection,
and Let them Keep Track of and Share
Their Learning
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How Can I Close the Gap?
Students track, reflect on, and
communicate about their own progress.
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How Can I Close the Gap?
WHY is this strategy so important?
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How Can I Close the Gap?
Helps students to develop insights into
themselves as Learners
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How Can I Close the Gap?
Gives students opportunities to notice their own
strengths, to see how far they have come, and to feel in control of the conditions
of their success.
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How Can I Close the Gap?
By reflecting on their own learning, students
deepen their understanding, and will
remember it longer
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How Can I Close the Gap?
Sample Activities
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How Can I Close the Gap?
•Students write a process paper, detailing how they solved a problem or created a product or performance.
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How Can I Close the Gap?
•Students write a letter to their parents about a piece of work, explaining where they are now with it and what they are trying to do next.
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How Can I Close the Gap?
•Students track their own progress toward mastery of learning targets.
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How Can I Close the Gap?
•Students help plan and participate in conferences with parents and/or teachers to share their learning.
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Assessment for Learning?
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The research on goal orientations, feedback,
and self-assessment comes together to support assessment for learning as
the BEST use of assessment in the service of student learning and
well-being.
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Remember the 3 key questions for Assessment
FOR Learning:
Where Am I Going?
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Remember the 3 key questions for Assessment
FOR Learning:
Where Am I Now?
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Remember the 3 key questions for Assessment
FOR Learning:
How Can I Close the Gap?
• www.canstockphoto.com• www.xedium3d.com• Book: 1 al.], J. C. (2012, 2007). Classroom Assessment for Student Learning. Upper Saddle River: Pearson Education, Inc.
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