formative assessment transcript - sanford inspire · formative during. summative after. formative...

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Copyright © 2017 Arizona Board of Regents, All rights reserved SanfordInspireProgram.org For a complete list of references, refer to the On-Demand Module Formative Assessment

Formative Assessment

Transcript

1. Introduction

Transcript:

Historically, assessments have been used to rank students by ability (Stiggins, 2005). The belief was that students’ fear of being negatively compared to their peers would motivate them to pay attention during instruction. Although this fear does drive many students to perform well on assessments, it does not drive many of them to actually learn anything.

When assessments are used this way, students value their score more than their learning (Black & William, 1998). Have you ever taken a test, done well, but then immediately forgotten everything? Were you focused on learning the content, or just getting the highest score possible?

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Context

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Times have changed. We now know that assessments should be used to help students, not scare them into

wanting to do well. Assessments are valuable tools that demonstrate what students know and help teachers

improve instruction (Heritage, 2011; Popham, 2011; Shute, 2008).

What is Formative Assessment?

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Unlike summative assessment, which occurs at the end of a unit, formative assessment is done during

instruction. It is used to gauge student progress toward learning goals and to modify the ways that content is

taught (McManus, 2008; Popham, 2011; Stiggins, 2005; Popham, Wiliam, & Heritage, 2012). Also, there is

more to formative assessment than just giving your students a paper and pencil quiz from time to time.

Formative assessment is a process. Formative assessment is a process. It involves careful planning

beforehand and mindful use of the results afterwards. You are probably more familiar with formative

assessment than you think. If you’ve ever posed questions to gauge the extent to which your students are

“getting it,” you’ve used formative assessment. If you would like to learn more about the differences between

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formative and summative assessment, click on the music notes to hear a quick song. Otherwise, click

proceed.

Optional: Song

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“You’ve got to determine whether they are learning, while you’re still at it before you’re done. It’s called a formative assessment, as opposed to summative. That’s the other one. Formative during. Summative after. Formative during. Summative after. Formative assessment is a fine procedure to track your progress if you’re a teacher. You can modify on the fly. Checking to see if it’s clicking in their brains. Checking, and if it isn’t, then it’s time for a change. If they don’t understand

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it’s time to alter the plan. If they don’t understand it’s time to alter the plan. You’ve got to determine whether they are learning, while you’re at it before you’re done. It’s called a formative assessment, as opposed to summative. That’s the other one. Formative during. Summative after. Formative during. Summative after.” (Farley, 2016)

The Formative Assessment Culture

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There are a few mindsets that can help build a positive culture around formative assessment in your classroom (Popham, 2011). Developing these mindsets will help dispel the stigma around assessment, and students will grow to see them as beneficial instructional tools.

The best way to develop these mindsets is by being consistent with your actions. Frame formative assessments as a natural part of the learning process.

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2. The Formative Assessment Process

Create a Sequence

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As stated earlier, formative assessment is a process. We are going to break down this process into three steps, the first of which involves creating a sequence of learning.

When you sequence learning you should identify points to check student understanding through the use of formative assessment. These checkpoints can and should occur at natural transitions or at moments when you teach the most important or complex content.

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Design the Assessment

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The second step in our process involves creating the actual assessment. When you create a formative assessment you should be able to answer “yes” to these questions (Hattie & Timperley, 2007; Ruiz-Primo,

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2011). Click on each to see an example and non-example.

Quiz 1 Feedback

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If you only ask simple recall questions they will only reveal what students have memorized (Hattie & Timperley, 2007).

Quiz 2 Feedback

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To identify true mastery, students should be required to explain their thinking. This will help both the student and teacher know how much and what kind of assistance is still needed (Heritage, 2011; Ruiz-Primo, 2011).

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Types of Assessment

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Formative assessments can come in many shapes and sizes. Let’s take a look at some of the most commonly used types: written assessments, performance assessments, and personal communication.

Click on the students to see examples.

Performance

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Written

Personal Communication

Using the Data

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Transcript:

An assessment cannot be formative unless you do something with the data you get from it (Black & William, 1998; Heritage, 2011; McManus, 2008; Popham, Wiliam, & Heritage, 2012). There are two things you should always do with your data: make adjustments to your instruction and provide feedback to your students.

Assessments often reveal misunderstandings that students have. Prior to giving an assessment, a teacher should determine actions she will take based on her students’ varying levels of understanding (Popham, 2011). Here are some general examples of how this can look.

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Provide feedback

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Critical feedback should always be given. Feedback on formative assessments can come from the teacher,

peers, or the student him or herself. The feedback should address what students are trying to accomplish

and what they still need to do to reach their goal (Hattie & Timperley, 2007)? If you would like to learn more

about this topic, be sure to check out the module entitled Delivering Effective Feedback.

Conclusion

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The lyrics to the formative assessment song declare, “You’ve got to determine whether they are learning, while you’re still at it before you’re done” (Farley, 2016). You can’t wait until the end of the unit to see what your students do and do not understand.

Planning formative assessments using the steps you learned about will allow you to act with greater intention and efficiency. This can help more students identify their own level of understanding and master the learning goals.

formative assessment transcript - sanford inspire · formative during. summative after. formative...

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