The Effects of Daily Formative Assessments In Ninth-Grade Remedial Algebra I Courses

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Recommended: purpose and characteristics of formative and summative assessment

The Effects of Daily Formative Assessments

In Ninth-Grade Remedial Algebra I Courses

I. Overview of Assessments

A. History of Change

1. Interest in using assessments to shape day-to-day lessons, rather than a final check on student understanding grew in the 1960’s and 1970’s. Schools recognized the limited value of summative assessments (Cavanagh, 2006).

2. In 1967, Scriven presented formative evaluations as the evaluation of an ongoing and malleable educational program and Bloom, in 1969, attempted to transfer the term formative from evaluation to assessment (Dunn & Mulvenon, 2009).

3. In the 1970’s, effective teaching practices started being examined (Marzano, Pickering & Pollock, 2001)

B. Formative or Summative?

1. Formative assessments have been defined many different ways since 1998, say Dunn and Mulvenon, in Let’s Talk Formative Assessment…and Evaluation? Because of these many definitions, there is a lack of research. The methodology, data analysis, and use of the results of an assessment determine whether it is formative or summative (Dunn & Mulvenon, 2009).

2. Educators did not fully know how to use the power of both summative and formative assessments in education (Dunn & Mulvenon, 2009).

3. Students pay more attention to the grade of a summative assessment than to the written or oral feedback comments (Brookhart, p.58)

4. Emphasis on the use of formative assessments has grown over the last few years (Dunn & Mulvenon, 2009).

5. Formative and summative assessments need problem-solving rubrics to help students organize their thinking (Brookhart, p. 122).

6. Students need to set interim goals that are achievable and concrete (Willingham, p. 144).

7. Marzano (2007) states “the effects of formative asse...

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...ssociation for Supervision and Curriculum Development.

McEwan, E. K. (2002). 10 traits of highly effective teachers: how to hire, coach, and mentor successful teachers. (pp. 74-76). Thousand Oaks, California: Corwin Press, Inc.

Ward, D. (2014, 3 06). All in learning: growing student success daily. Retrieved from

http://www.allinlearning.com/news/

Willingham, D. T. (2009). Why don't students like school? a cognitive scientist answers

questions about how the mind works and what it means for the classroom. (pp. 3-144). San

Francisco, CA: Jossey-Bass.

Winstone, N., & Millward, L. (2012). Reframing Perceptions of the Lecture from Challenges to

Opportunities: Embedding Active Learning and Formative Assessment into the Teaching

of Large Classes. Psychology Teaching Review, 18(2), 31-41.

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