Unit 1: What is Formative Assessment (FA)

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Objects

At the end of this unit, learners will be able to:

1. State the definition and characteristics of formative assessment.

2. Analyze the advantages of formative assessment.

Definition

Formative assessment or assessment for learning involves a continuous way of checks and balances in the teaching learning processes. (Jeri, 2018). The method allows teachers to check their learners' progress as well as the effectiveness of their own practice, thus allowing for self assessment of the educationist.Practice in a classroom is formative to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers, to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the evidence that was elicited (Black, Wiliam, 2009).

The type of assessment that people may be more familiar with is summative assessment. The table below shows some basic differences between the two assessments. 捕获37.GIF

Formative Assessments: Why, When & Top 5 ExamplesWatch this short video to acquire more information about formative assessment.


Purposes of implementing formative assessment

Formative assessment serves several purposes:

● to provide feedback for teachers to modify subsequent learning activities and experiences

● to identify and remediate group or individual deficiencies

● to move focus away from achieving grades and onto learning processes, in order to increase self efficacy and reduce the negative impact of extrinsic motivation

● to improve students' metacognitive awareness of how they learn

● "frequent, ongoing assessment allows both for fine-tuning of instruction and student focus on progress

Tasks of Unit 1

Answer the following questions below

1. Explain what formative assessment is.

2. Identify the reasons why using formative assessment could benefits your classroom or teaching.

3. ESL Student Formative AssessmentWatch this short video to preview even more of the many features and ways of formative assessment.


References

Black, Paul; Wiliam, Dylan (2009). "Developing the theory of formative assessment". Educational Assessment, Evaluation and Accountability. 21 (1): 5–31. doi:10.1007/s11092-008-9068-5.

Cauley, K, M.; McMillan, J. H. (2010). "Formative Assessment Techniques". The Clearing House. 83 (1): 1–6. doi:10.1080/00098650903267784 – via Proquest.

Huhta, Ari (2010). "Diagnostic and Formative Assessment". In Spolsky, Bernard; Hult, Francis M. (eds.). The Handbook of Educational Linguistics. Oxford, UK: Blackwell. pp. 469–482.

R. Pr ́egent, Charting your course: How to prepare to teach more effectively, Atwood, 2000.

Shepard, Lorrie A. (2005). "Formative assessment: Caveat emptor" (PDF). ETS Invitational Conference The Future of Assessment: Shaping Teaching and Learning, New York, October 10–11, 2005. Retrieved 25 August 2011.


Back to Integrate formative assessment into primary level of Chinese as a second language lessons

Move on to Unit 2: Case study of FA