Difference between revisions of "1: Formative Assessment- What is it & why use it?"

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=Course Navigation=
=Course Navigation=
: '''Entry Event'''- [[Formative Assessment in PBL Math]]
:* '''Entry Event'''- [[Formative Assessment in PBL Math]]
: '''Next Phase'''- [[2: What does it look like?]]
:* '''Next Phase'''- [[2: What does it look like?]]

Revision as of 23:09, 11 May 2012

You have already 'identified the problem,' step one of the design process, by selecting to take this course. You may feel as though there is more you can do to use and provide learners with feedback throughout and during instruction, and to better accommodate their needs in a timely manner, which will result in student success. However, there lacks clarity in the definition of formative assessment and what the benefits are for both the students and the teacher.

In this unit, a definition of formative assessment will be established and the benefits will be identified.
Additionally, at the conclusion of this unit the learner will begin to address steps 2 & 3 of the design process, which are 'identifying constraints and brainstorming possible solutions, respectively.

What is formative assessment?

"Formative assessment, on the other hand, delivers information during the instructional process, before the summative assessment. Both the teacher and the student use formative assessment results to make decisions about what actions to take to promote further learning. It is an ongoing, dynamic process that involves more than frequent testing, and measurement of student learning is just one of its components."[1]

To put it more simply:

"Formative assessment is a systematic process to continuously gather evidence about learning. The data are used to identify a student's current level of learning and adapt lessons to help the student reach the desired learning goal."[2]

What are the benefits of formative assessment?

What are the identified needs of teachers regarding formative assessment?

"To many of today's teachers, assessment is synonymous with high-stakes standardized tests. But there is an entirely different kind of assessment that can actually transform both teaching and learning."[2]

Assessment is often tied with a 'numerical' grade and never referenced again, especially by the students. How many of us have seen students receive the typical feedback such as a quiz, homework, or anything graded and then toss it immediately, perhaps not so hopefully, into the recycling bin? Testing is a common discussion among teachers of all disciplines whether it is with regard to how often we are assessing, the validity of the assessment or standards, or what we are learning from the assessment results. Assessment, however doesn't have to come with a price-tag for the student or the teacher; this is where formative assessment can be a useful instructional classroom tool.

Course Navigation

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