FORMATIVE ASSESSMENTGroup 2:

Khánh Minh Thanh Thư

Hoài Phương Bạch Vân

Phương Thành Thảo Vy

OUTLINE

Definition of Formative Assessment

Why should we use it?

Advantages and Disadvantages

Types of Formative Assessment

Techniques in Formative Assessment

1. DEFINITIONFormative Assessments (“assessment for learning”) (Stiggins, 2007)• on going assessments, observations,

summaries, and reviews that inform teacher instruction and provide students feedback on a daily basis (Fisher & Frey, 2007) support learning during the learning process

Summative Assessments (“assessment of learning”)• to measure how much our students have learned up to a particular point in time (Stiggins)

1. DEFINITION Formative assessments:

check for understanding along the wayguide teacher decision making about future

instructionsprovide feedback to students so they can

improve their performance

help teachers differentiate instructions and thus improve student achievement.

2. WHY SHOULD WE USE FORMATIVE ASSESSMENT?

The most powerful moderator in the

enhancement of achievement: 

helps teachers identify the current state of

learners’ knowledge and skills

create appropriate lessons, activities

and groupings

inform students about their progress to

help them set goals

2. WHY SHOULD WE USE FORMATIVE ASSESSMENT?

Results of formative assessment adjust their

teaching strategies and match students with

appropriate materials and learning conditions.

Help a teacher determine:

how to group students

whether students need alternative materials

how much time to allocate to specific learning activities

which concepts need to be re-taught to

specific students, and

which students are ready to advance.

3. ADVANTAGES AND

DISADVANTAGES OF FORMATIVE

ASSESSMENT

1. Advantages:

For teachers:

helps identify students who are struggling

with particular tasks or operating under

misconceptions

improved instruction that addresses student

learning

fosters student motivation, on-task behavior,

and self-awareness

3. ADVANTAGES AND

DISADVANTAGES OF FORMATIVE

ASSESSMENT

1. Advantages:

For students:

offers increased feelings of confidence and control

encourages students to engage in more complex

thinking and problem solving and to hold higher

expectations for their own learning

help students spend more time on challenging

tasks, develop an ability to assess their own work,

and become effective evaluators of the work of

their peers

3. ADVANTAGES AND

DISADVANTAGES OF FORMATIVE

ASSESSMENT

2. Disadvantages:

Be hugely time–consuming

Be likely to need different kinds of

formative assessment at different stages

in students’ “learning journeys”

Be difficult to measure how best to do it

with groups of students who may be at

different stages of development

4. TYPES OF FORMATIVE ASSESSMENT

1. Observation of Performance

2. Homework Exercises3. Learning/ Response logs4. Projects5. Self/peer assessment6. Writer’s notebook

4.1. OBSERVATION OF PERFORMANCE- Address a specific skill

- Used in skill assessment such as team and leadership exercises

- The teacher may walk around the room as students are engaged in an activity

Record on informal notesFor example: Students are working

on a writing challenge The teacher may record

what is observed

4.2. HOMEWORK EXERCISES

- Vary in purpose, design and complexity

- Focus on “Purpose”

4.3. LEARNING/ RESPONSE LOGS

Students maintain a log where they record their

learning, or respond to a lesson regarding their

understanding.

The teacher collects all or some of the logs after

students have completed a task.

Students will comment on their level of comfort

with the information, as well as what was

learned and what questions they may still have.

4.4. PROJECTS

Students demonstrate knowledge on a specificset of standards by presenting information tothe entire group.

A rubric is given prior to the creation of the presentation and the student/group is evaluated via this document.

Further small group lessons will be created as a result of this information.

4.5. SELF/PEER ASSESSMENT

Students reflect on their learning, and assesswhere they are in the continuum.

Students can also be used a peer evaluators, explaining how they feel a product reflects what was expected.

4.6. WRITER’S NOTEBOOK

Students have a 3 ring binder where they keep all their

writing, informal and final drafts. The teacher periodically

reviews select writing and has a discussion of strengths

and weaknesses.

In the back there is a two column response page. The

teacher can indicate what the student needs to work on

and then the student indicates in future writing where this

is demonstrated.

5. TECHNIQUES IN FORMATIVE ASSESSMENT

Questioning

Demonstration/Presentations

Writing

Student-led assessment

5.1. QUESTIONINGa. Reciprocal questioning- 2 or 3 students, whole class, especially for

older students- The teacher circulates around the classroom,

listens to questions asked and the objectives they represent and listens to answer for depth of knowledge

b. Think-pair-share- Students: + are presented with a difficult

question associated with content being learned.

+ think about answers+ pair with another person to discuss answers+ share their responses with the whole class.

- The teacher can circulate during the partner discussions to listen to student discussion of the topic and then hear the group thoughts on the question. Additional instruction or clarification can be provided.

c. Focused Listing- Students can be asked either at the beginning

(determining prior knowledge), middle (formative-instruction can be adapted or elaborated upon), or end (summative-let the teacher see what learning has occurred) of a lesson or unit of study to list ideas, concepts, etc. that they have learned about a topic.

d. Anticipation Guides- Students complete the first section of this

guide prior to reading and/or instruction.- Students’ responses to the items are

discussed in class.- Reading and/or instruction follows the

discussion.- Students complete the second section of the

guide after instruction.- Responses are checked and changes in

response are discussed.-> This activity provides a great deal of information to the teacher, i.e. depth of student prior knowledge and level of knowledge following reading and instruction.

e. Listening Center - Stories on Tape- Students tape record their version of what

they learned within a specific topic. - Students can be assigned small sections of a

unit, or volunteer to write about and tape a certain section of what was studied in class.

- Teachers can select the best tapes on a topic to be placed within the listening center; students who have not mastered those learning objectives can listen to the tape.

-> This activity allows the teacher to know who has learned what information.

5.2. DEMONSTRATIONS/PRESENTATIONS

a. Podcasting- Podcasting is a Web-based broadcast that

shares audio content. It provides an avenue for learners to take control of their own learning.

- Students develop/create a podcast that presents in a unique fashion what has been learned about a specific topic.

- Teachers, peers, and the general public can listen to these podcasts and teachers can determine what objectives might need additional instruction.

b. Classroom Debates- Students choose (or are selected) sides to take

on an issue. They must know the topic well in order to defend/argue their position.

- Teachers can listen to the debate to gauge the depth of student knowledge on a topic.

c. Puppet Show- Especially useful with younger students- Students write and present a puppet show that

demonstrates in a novel way what was learned about a specific topic.

- Teachers could view the show or read the scripts to determine which learning objectives had been mastered and which ones needed additional attention.

d. Quiz Game- Students develop questions to go along with

specified categories. Teams attempt to answer the questions and earn the most points.

- Teachers can look at the types of questions asked and listen to the students’ answers to learn about depth of knowledge and areas that might need additional instruction.

e. Student-Created, Interactive Bulletin Boards- Students develop an interactive bulletin board

display that showcases what they have learned about a specific topic.

- The teacher can examine the bulletin board display and activity to gauge depth of learning and to suggest additional learning activities.

f. Mock Interviews- Students act as news reporters/journalists and

interview classmates concerning aspects of topics studied.

- Students develop varying difficulty level questions and conduct mock interviews which can be tape recorded for later listening or transcribing.

- Teachers can observe the interview/answer process and/or listen to taped interview to see the level of student learning/engagement with the content.

- Areas needing additional instruction or clarification can be noted and developed.

g. Role Play- Students can be assigned, or volunteer for,

roles that allow them to act out information that has been learned about a specific topic.

- The teacher can view and listen carefully for important concepts, vocabulary, etc. related to what has been learned.

h. Student-Generated Diagrams/Drawings- Students are asked to draw diagrams related

to what they are reading and learning in class.- Teachers can view the diagrams to see if key

concepts are correctly portrayed.

i. Student-Generated Venn Diagrams- Students can create Venn Diagrams

comparing and contrasting specific concepts or ideas being learned.

- Teachers can view these diagrams for evidence of student understanding.

5.3. WRITINGa. Buddy Journals- Students are assigned a partner for journal

writing activities. They can write daily to one another about what is being studied/learned about a specific topic.

- The teacher can read these buddy journals and then respond to each student about what has been learned, how it has been learned, and areas that need additional instruction or explanation/clarification.

b. Poems- Students can create a unique poem that

demonstrates what was learned about a specific topic/area.

- The teacher can read the poem and ask the student to explain how s/he wrote the poem and what it means to him/her.

- Poems can take a variety of forms/styles.

c. Quick-writes- Students write, or draw, ideas, thoughts,

feelings, etc. on information that has been taught (5-10 minutes).

-> This short activity can enable the teacher to see what information might need to be re-taught or elaborated upon.

d. Focused Listing- Students can be asked either at the beginning

(determining prior knowledge), middle (formative-instruction can be adapted or elaborated upon), or end (summative-let the teacher see what learning has occurred) of a lesson or unit of study to list ideas, concepts, etc. that they have learned about a topic.

e. Two-Minute Paper- Usually used at the end of a lesson.- The teacher can ask the students to write for

two minutes about what they have learned that day, or they can be asked to summarize the lesson.

f. Muddiest Point- Students are asked at the end of a lesson or

before moving to a new topic to write down the one thing that they least understood from what was taught.

-> This activity gives the teacher tremendous be re-taught or elaborated upon.

g. Application Cards- After teaching a topic, idea, or concept ask

students to write down one real-world application for that topic or idea.

h. One-Sentence Summary- After instruction, ask students to write about

what they have learned in one complete sentence.

i. RSQC2- Within a two-minute time period, students

must recall and list in rank order the most important points from the previous day’s lesson.

- Then in two additional minutes students write one sentence summarizing those important points.

- Next, they write one major question that they would like to have answered

- Then they identify two threads/components to connect what they listed to the overall unit/course goal.

5.4. Learning Conversation Classroom debates Mock interviews Jigsaw groups Discussion questions/ prompts Anticipation guides Concepts tests/ maps Gallery walk Assessment conversations

5.4. Learning Conversation Classroom debates

Choose (or are selected) sides to take on an issue

Defend/ argue their position

Mock interviewsAct as news reporters/ journalists and

interview classmates concerning aspects of topics studied

Conduct mock interviews which can be tape recorded for later listening or transcribing

5.4. Learning Conversation Jigsaw groups

Arranged in groups to learn about, read, and discuss a learning topic

Discussion Questions/Prompts The teacher can initiate class discussion to aid

comprehension of written materials by modeling how to ask and answer questions such as:(1) clarifying questions; (2) verifying questions; (3) refocusing questions; (4) redirecting questions;(5) narrowing the focus questions.

Helpful with older students and with struggling readers

5.4. Learning Conversation

Anticipation GuidesComplete the first section of this guide prior

to reading and/or instructionComplete the second section of the guide

after instruction Provides a great deal of information to the

teacher, i.e. depth of student prior knowledge and level of knowledge following reading and instruction.

5.4. Learning Conversation Concept Tests or Maps

Asked to vote with a show of hands on the correct answer to a specific question that covers key concepts posed get the answer correct provided with a brief

explanation of the correct answer by the teacher

not get the answer correct given a few minutes so that “neighbors” can discuss and try to convince the other person to vote for their answer choice

5.4. Conversation Gallery Walk

Questions related to key concepts are written on either poster paper or large sheets of writing paper and placed at stations around the classroom. sit at tables or stand at a station discuss possible

answers to the question write down key ideas or thoughts move to the next station in the room read the question at

that station and the written comments of the previous group discuss those ideas and jot down their thoughts related to that question for the next group to read and respond to

return to the station where it started synthesize comments make an oral report

a chance to gauge the depth of student understanding of particular concepts and to challenge misconceptions

5.4. Learning Conversation Assessment Conversations

Classroom conversations between students and the teacher that have the characteristics of eliciting, recognizing, and using information: Eliciting allows students to share as much as

possible of what they know or have learned about a topic.

Recognizing requires the teacher to make judgments about the differences among student responses

Using this information is mainly meant to help students achieve consensus on the information about a topic.

5.5. Student-led Assessment Self-Assessment and/or Peer

Assessment Rubrics Click—Clunk Response Cards/Sticks Mini-Lessons Case-Based Instruction

5.5. Student-led Assessment Self-Assessment and/or Peer

AssessmentTeachers can guide students in how to

effectively self assess their own learning and effectively use peer assessment in grading group activities and projects.

5.5. Student-led Assessment

RubricsStudents can use teacher-created rubrics

covering the grading of learning products/assessments to help them: (1) know what they should learn from a particular

lesson/unit of study (2) plan how they will approach an assignment (3) how they will assess their completion of a specific

learning activity and overall content learning

5.5. Student-led Assessment Click—Clunk Response Cards/Sticks

Students are given two index cards or two small colored stock cards attached to popsicle sticks. “Click” is raised when the student completely

understands what is being taught or read. “Clunk” is raised when the child is confused, or

doesn’t understand what is being presented.

Work especially well with younger students

5.5. Student-led Assessment Mini-Lessons

Students prepare sections of topic lessons to teach to peers, or to younger grade-level students. read, question, prepare activities and learning

materials associated with specific content in order to learn the concepts themselves and to teach the information to others.

This process can be completed individually or in small groups.

5.5. Student-led Assessment Case-Based Instruction Students structure their own learning

using the "story" of the case. generate questions based both on their

interests and prior knowledge that relates to the topic of study

Investigative cases are useful for lifelong learning because they are open-ended and draw from a broad range of situations in which various thinking skill levels can be applied.

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