Formative Assessment
“FORMATIVE ASSESSMENT is often misconstrued. Routinely, it is conceptualized as a “test” or an “instrument” that is more finegrained and administered more frequently than other types of assessment. This formulation misses its documented power for improving student learning...Formative assessment is only effective when teachers are clear about the intended learning goals for a lesson. This means focusing on what students will learn, as opposed to what they will do, which is often where teachers are tempted to start. Formative assessment: An enabler of learning. Heritage, 2011.
I utilise formative assessment strategically and consistently in my classroom to empower my students to identify their strengths and weaknesses and target areas that need work. It allows me to apply a range of formal and informal assessment procedures during the learning process in order to modify teaching and learning activities to improve student attainment. Below are some formative assessment types that I use in my classroom:
PDF Formative Feedback - NCCA. https://www.ncca.ie/media/1925/assessment-booklet-3_en.pdf
In My Classroom
Venn diagram
Have students compare and contrast a topic using a Venn diagram.
Think, Pair and Share
Peer Critique
Student presentations of work in progress for constructive feedback from their peers. 3 Things; List 3 things that a fellow student might misunderstand about the topic.
Classroom Assessment Chart
Self-assessment: Here the teacher shares the lesson learning outcomes. Students can tick off as they complete the work. Additionally, each student will have a personal assessment chart which has a section for weekly reflection. the students evaluate themselves
using the same matrix you do. Discuss their
self-evaluation.
Sketchpad
Sketchpads are observed closely to gauge student involvement in lessons. Comments: Write descriptive comments on student work helping them see how they can improve their work or what they've done that really worked for them.
Discussion
Here the teacher shares the lesson learning outcomes. Students can tick off as they complete the work. Additionally, each student will have a personal assessment chart which has a section for weekly reflection. Listening; Have students explain to you how they know something is true. Try and see from their
explanation if they have any misconceptions.
Effective and Ineffective Charting
To check student understand and their ability to critically engage in the subject matter at hand ask students in small groups to develop three charts; the first to explain the subject, the second to explore effective ways to improve on the subject, the third to identify ineffective ways to approach the subject.
Metacognition
metacognition allows for the students to process what they did in class and why it was done. At the end of class (or each assignment if on block schedule), have students complete a table similar to the one above. Collect and provide feedback.
Art History Wheel
Students engage in regular spin the art and appreciation wheel. Students describe, Describe, Analyse, interpret and Evaluate. Postcard Have students write a postcard as a historical figure to another historical figure discussing and describing a historical event.
Jigsaw Groups
Groups work on a different section of a text and become experts on that section. Then
restructure the groups so each new group has
a member that read a different section of the
text. Each expert will share their work with the rest of the students.
Teach each other
Have your students teach younger/weaker students (or act as tutors) the basic concepts in an area with which they should be very familiar. Check in with both sets of students to see how well the tutoring worked. Use this to inform your instruction for the older students and the younger students.
3x Summarization
To check to understand, ask kids to write three
different summaries: One in 10-15 words,
One in 30-50 words, One in 75-100 words. The different lengths require different attention to details. Compare/ contrast with peers/ look at teacher model (via a document camera.)
Technology and formative assessment
Cork Board
Students collaboratively post their closing thoughts, ideas, questions, or comments on a digital cork board.
Create a video/Powerpoint presentation:
Students create short videos or screen-casts where they explain their reasoning. You can then watch what they create and see what they are able to explain, what they omit, and what they may not understand.
Technology
Set up Mentimeter account for students to feedback or/and input into the lesson and display the resulting graph results of students' feedback fro class discussion.
To access the all relevant links for assessment visit; https://www.curriculumonline.ie/Home/Assessment