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Middle School Assessment, Group member: Suzanne, Sharon - Coggle Diagram

- - - - Why and when is it used?
        Formative assessment helps students identify their strengths and weaknesses and target areas that need work. It also helps educators and governors recognise where students are struggling and address problems immediately. At a school level, school leaders use this information to identify areas of strength and weakness across the institution, and to develop strategies for improvement. As the learning journey progresses, further formative assessments indicate whether teaching plans need to be revised to reinforce or extend learning.
        Pre-assessment is a type of formative assessment that occurs before a unit of study begins. Whether formal or informal, pre-assessments are never graded. They are purely diagnostic in nature.
        Ongoing assessment is what most people think of when they think of formative assessment. Ongoing assessment occurs at various intervals throughout the learning process. Its purpose is to find out the degree to which students are "with" the teacher in terms of meeting learning goals, so classroom content, process, and products can be adjusted to better facilitate student growth. Ongoing assessment for interest and learning profile is also possible, if that information has not previously been collected or if the teacher has a new idea for incorporating these data into unit activities.
    - - Examples:
        • Portfolios
        • Group projects
        • Journal prompts
        • Progress reports
        • Class discussions
        • Entry and exit tickets
        • Short, regular quizzes
        • Create a visualisation or doodle map of what they learnt
        Virtual classroom tools like Socrative or Kahoot!
    - - Any individual assessment (summative or formative) can only give a snapshot of a pupil’s achievement on a single occasion. This may prevent teachers from drawing clear conclusions about end-to-end strengths and weaknesses.
      - Some teachers believe that formative assessment can impede upon lesson time itself, with a requirement to rush through learning to proceed with assessments and evaluations.
      - With students potentially aware that this type of assessment has no bearing on their final grades, they may take formative tests less seriously. This could lead to skewed results and teachers misreading the feedback.
  - - - Examples:
        • End-of-term or midterm exams
        • Cumulative work over an extended period such as a final project or creative portfolio
        • End-of-unit or chapter tests
        Standardized tests that demonstrate school accountability are used for pupil admissions; SATs, GCSEs and A-Levels