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The key element of formative assessment
The key element of formative assessment
The key element of formative assessment
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The Change Detectives (Primary Connections, 2012) unit was selected as the learning outcomes closely aligned with the topic from Part A of the assignment and with the learning outcomes from the Australian Curriculum. The unit is also embedded with important science pedagogy, such as the 5E format, inquiry based learning, collaborative team work and a constructivist approach (Skamp & Preston, 2015). In addition, it introduces physical changes before chemical changes which research suggests is beneficial to students when introducing the concept of particulate matter (Skamp & Preston, 2015). Furthermore, the assessment tasks are integrated into the unit and form an essential part of the teaching and learning process which is an important feature
The purpose of formative assessment is to monitor where students are in their learning, what they need to learn next and which teaching strategies in future (Hodgson, 2010). Formative assessment takes place over a period of time and occurs while students are learning (Raban, 2010). There are many types of formative assessment that can be used, questioning, observation, checklists, brainstorming and card sorting (DET, n.d.). Questioning and observation were formative assessment strategies used throughout the explore and explain lessons. Questioning is an important strategy in eliciting students understanding of a topic, it is also a valuable tool that can be used to provide guidance, feedback and if higher order questions are used engage and motivate students (Overall & Sangster, 2006). It allows the teacher to provide feedback that is timely, individual, and effective which will lead to improved learning and performance (DET, n.d.). Observation is an important assessment strategy as it allows teachers to assess a diverse range of evidence (Maxwell, 2001). Observation also has the advantage of being able to assess students while they are naturally engaged in the learning, it is not external to or separate to the learning (Maxwell,
In addition, a summative assessment will help clarify the effectiveness of the program in terms of whether it was successful for all students or only certain cohorts of students (Raban, 2010). Analytic rubrics were used for summative assessment to assess whether students had achieved the learning outcomes of the unit because they allow for learning outcomes to be assessed independently making it easier to identify which learning outcomes were achieved and which were not (Bookhart, 2013). Using an assessment rubric ensures all students are assessed against the same criteria (DET,
The Australian Curriculum, Assessment and Reporting Authority [ACARA], describe the content and the achievement standard that each Year level is required to achieve for the purpose of monitoring student progress (ACARA, 2012). This is underpinned by the standard “5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning”. As a pre service teacher, I have been involved in delivering many diagnostic and formative assessments throughout my practicum such as observations, explicit feedback, peer feedback, questioning, written and oral activities. Therefore my assessment practice will continue to include assessment for learning known as formative assessment and assessment of learning known as summative
This article, initiated by the Assessment Group of the British Educational Research Association, focuses on how improving formative assessment raises standards and how there is still room for improvement. It discusses the importance of self and peer assessments and effective teaching. They also identified four ways to implement classroom policies to improve formative assessment.
Elwood, J. (2006). Formative assessment: possibilities, boundaries and limitations. Assessment in Education: Principles, Policy & Practice, 215-232, doi:10.1080/09695940600708653
Analysis – Informal observations and asking questions will allow me to see if students are able to decontextualize real-life situations, and then apply this understanding into symbolic (numbers, drawings) representation. Summative assessment will provide further information on students’ ability to apply their knowledge and skills to solve a problem.
Formative Assessment is used in any classroom to check students understanding of a topic. The type of formative assessment used in each classroom is different, depending on the teacher and the student’s needs. Teachers should incorporate a variety of formative assessments to truly see if students are learning. Dixson and Worrell describe formative assessment as gathering data to improve student learning. They are correct, but teachers also need to provide students with feedback.
Referred to as “assessment of learning,” (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012, pg. 5) components of summative learning include evaluating, measuring, and making judgements about student knowledge, both on individual levels and group levels. Rather than supporting learning by way of formative assessment, summative assessment verifies learning, (Chappuis, J., Stiggins, Chappuis, S., Arter, 2012). Naturally, this is what interests educational stakeholders: administrators, parents, teachers, and those who create educational policies. (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012, pg. 5). Summative assessment historically and presently presents itself in the form of graded quizzes, tests, graded papers and presentations, district benchmark tests, state standardized tests, and college entrance
Students are being tested on elements that were seen on their pre-test. More specifically, the students are being tested on elements of the pre-test that they did not score well on. After more than four weeks of instruction on these elements, this assessment will project the evidence of student learning in regard to five specific learning goals. I will collect this data by having students complete the test with their answers for this assessment. By using a multiple choice test, students can receive immediate feedback on their assessment because a machine automatically tabulates correct and incorrect answers as the test is fed through the machine. My rationale for this data-collection method is based on the fact that it provides immediate feedback to the students and myself. Quick turnaround is essential when evaluating the evidence of student
However, a formative assessment is ongoing and is used to check for students’ understanding throughout a lesson. Both work samples “matched learning objectives” and I was able to identify the students’ strength and weaknesses. I was also able to “analyze assessment data to understand patterns and gaps in learning” to guide my future instructions. In the word problem assessment, I recognized where the student was struggling and gave “effective and descriptive feedback” to address the area that she needs work in.
These are the 5E model and the Project/Problem-Based Learning (PBL) model. A new innovative national curriculum and professional learning initiative from the Australian Academy of Science called Primary Connections has been developed and trailed extensively in Australian schools. Primary Connections was introduced for several reasons has several reasons, to improve the teaching of science in
Assessments have always been a tool for teachers to assess mastery and for a long time it was just to provide a grade and enter it into the grade book or report card. Through resources in and out of the course, there has been a breath of new life into the research on how to use assessments. They take many forms and fall within the summative or formative assessment category. Sloan (2016) addresses how formative assessments has traditionally been used by teachers to modify instruction, but when we focus on a classroom that is learner-centered “it becomes assessment for learning as opposed to assessment of learning” (slide 4). The fact is, the students are the ones that should be and are the ones using the data we collect through assessments, since it is our way of providing feedback in order
Cauley, K.H. & McMillan, J.H. (2009). Formative assessment techniques to support student motivation and achievement. Clearing House, 83(1), 1-6.
“Teachers help students use assessment as a window into their own growth and identify as learners so, they develop the power and agency necessary to take charge of their learning (Tomlinson, 2010). Summative assessments are a mirror to student thinking. Summative assessments help teachers and students see a trajectory of their learning. Teachers can use them to identify which students are ready for other tasks; and which students need more time to develop specific concepts. The assessment that we administered asked students to answer a series of questions using information from a graph. It also prompted them to create a graph using the results of survey for our field trip. This assessment combined constructed response questions with a meaningful task. “The paper and pencil multiple choice test is not the only way to assess learning. It is a limited way to gain insight into what some students know and are able to do”(Berliner, 2010, p.113).
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a
UniServe Science. (2004). Alternative strategies for science teaching and assessment. Retrieved March 7, 2004 from http://science.uniserve.edu.au/school/support/strategy.html
As I reflect on my past assessment process, I realized how much my assessments have changed over the years. In my early years, I used tests for informational recall as my assessments. I felt these were appropriate guidelines in which I needed to follow in order to substantiate a student’s grade. Every assignment or tests was given a point value and then based on the amount of points, a grade was given. Every student’s assessment was exactly the same, and the assessments did not contain any subjectivity. I felt confident in giving the grade based on a valid point system. However reflecting back, I see that I did not include any performance-based assessments or individual learning styles in my early assessment. I also did not take into consideration the individual needs of my students. My assessment approach was awful. I am embarrassed that I use to assess students in this manner.