Please enable JavaScript.
Coggle requires JavaScript to display documents.
Formative Assessment... Assessment For Learning - Coggle Diagram
Formative Assessment...
Assessment For Learning
Why is it so important?
Students take on responsibility for learning and create a learning rather than a teaching environment.
Students can lead their own conferences about their new skills and knowledge and their learning.
Teachers spend less time on student behaviour management. The task rather than the behaviour is the focus of the learning environment.
Allowing students to peer assess will encourage collaborative learning environments and provide opportunities for students to trust and communicate with each other.
“Effective assessment provides a window into students’ thinking and a compass for instruction" (Cranley, Johnson & Harmon, 2021)
Evidence supports that there will be a noticeable difference to educational outcomes as a result of students participating in a variety of formative assessment practices (Hattie, 2009).
Provides an opportunity for students to communicate their needs to teachers during the learning.
The results of formative assessment allow teachers to modify the teaching within the activity to ensure learning is attained (Cranley, Johnson & Harmon, 2021)
It increases student achievement (Cranley, Johnson & Harmon, 2021)
Strategies
Providing
effective feedback
that moves learners forward
(Hattie & Timperley, 2007)
Where am I going? (the goals)
How am I going?
Where to next?
Three elements of effective FB
(Killian, 2017)
Basic feedback tells students if they were right or wrong, while also providing the correct answer.
Instructional feedback tells students what specific things they need to do to get it right or to improve their performance in some way.
Coaching feedback prompts students to think of ways to improve their work without explicitly telling them what to do.
Activating students as learning resources for one another
Engineering effective classroom discussions, tasks and activities that elicit evidence of learning
Activating students as owners of their own learning
Clarifying and understanding learning intentions and criteria for success
Peer assessment and self-assessment are effective formative assessment strategies, provided teachers carefully model the strategies and teach students how to implement them effectively (Cranley et al., 2021).
Creates a closed feedback loop with the intention of encouraging students to “engage with, and internalize, the goals, evaluation criteria and strategies that they need to learn” (Andrade, Bennett & Cizek, 2019).
Def
Range of formal and informal assessment strategies that are conducted by teachers and students during the learning process by teachers and students (Cranley, Johnson & Harmon, 2021)
Requires quality, qualitative feedback in order to be effective
Does not necessarily require a score as it encourages teacher and students to focus on the performance during the process rather than the product (Cranley, Johnson & Harmon,2021)
Formative assessment is also referred to as assessment for learning (Cranley, Johnson & Harmon, 2021)
Evidence about student achievement elicited by the assessment is interpreted and used to make decisions about the next steps in instruction that are likely to be better, or better founded, that the decisions that would have been taken in the absence of that evidence. (William, 2009).
Examples
Questioning
Asking the question, using wait time, before prompting students to answer
Phrase qu clearly and specifically
Planning key questions prior to delivering lesson
Redirect, probe
'No hands-up approach' - use popsicle sticks with students' names to be selected to contribute at random
Self-Assessment
students engage in critical self-reflection that promotes student-centred and self-regulated learnin
Peer-Assessment
involves students interacting and collaborating to assess each other's work according to a set of criteria and offering feedback