Difference between revisions of "Analyzing formative assessment results"
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== Student Outcomes == | == Student Outcomes == | ||
| − | + | While the design and implementation of formative assessment are important, considerably more important is how a teacher responds to the data collected. Read the following passage from ASCD about modifying instruction: | |
| − | + | '''Teachers' instructional adjustments.''' Formative assessment's raison d'être is to improve students' learning. One of the most obvious ways to do this is for teachers to improve how they're teaching. Accordingly, one component of the formative assessment process is for teachers to adjust their ongoing instructional activities. Relying on assessment-based evidence of students' current status, such as test results showing that students are weak in their mastery of a particular cognitive skill, a teacher might decide to provide additional or different instruction related to this skill. | |
| − | + | It's worth stressing that because the formative assessment process deals with ongoing instruction, any teacher-made modifications in instructional activities must focus on students' mastery of the curricular aims currently being pursued. It's not a matter of looking at test data and deciding to try a new approach next time; it's a matter of doing something different (or differently) now. (Popham, 2008). | |
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| − | + | '''Now think:''' Do you often make instructional adjustments? If so, try to note specific examples and think about the learning outcomes. | |
== Instruction Using Formative Assessment == | == Instruction Using Formative Assessment == | ||
Revision as of 18:52, 10 May 2017
Learning Objectives
By the end of this module you should be able to:
- Collect data using a Kahoot formative assessment
- Analyze formative assessment data and modify instruction
Student Outcomes
While the design and implementation of formative assessment are important, considerably more important is how a teacher responds to the data collected. Read the following passage from ASCD about modifying instruction:
Teachers' instructional adjustments. Formative assessment's raison d'être is to improve students' learning. One of the most obvious ways to do this is for teachers to improve how they're teaching. Accordingly, one component of the formative assessment process is for teachers to adjust their ongoing instructional activities. Relying on assessment-based evidence of students' current status, such as test results showing that students are weak in their mastery of a particular cognitive skill, a teacher might decide to provide additional or different instruction related to this skill. It's worth stressing that because the formative assessment process deals with ongoing instruction, any teacher-made modifications in instructional activities must focus on students' mastery of the curricular aims currently being pursued. It's not a matter of looking at test data and deciding to try a new approach next time; it's a matter of doing something different (or differently) now. (Popham, 2008).
Now think: Do you often make instructional adjustments? If so, try to note specific examples and think about the learning outcomes.
Instruction Using Formative Assessment
It is important to remember that the process of formative assessment is iterative, meaning it is repeated until a desired goal (the learning outcome) is reached.
Let's explore how formative assessment can be used throughout each stage of the instructional cycle:
1. Targeted Instruction
Pre-assessments can help the teacher to identify student's current knowledge, strengths, and weaknesses in order to appropriately prepare instructional materials and activities.
2. Informed Teaching
Formative assessment data
3. Data Analysis
Data collected from formative assessment can be presented to students and be used as a form of self-assessment. The teacher can identify topics or skills that need to be re-taught or revised.
4. Responding to Data
Assignment
1.
References
Black, P., & Wiliam, D. (2009). Developing the Theory of Formative Assessment. Educational Assessment, Evaluation And Accountability, 21(1), 5-31.
Formative Assessment That Truly Informs Instruction. (2017). Ncte.org. http://www.ncte.org/positions/statements/formative-assessment
Regier, N. (2012). Book two: 60 formative assessment strategies. Regier Educational Resources. Retrieved June, 4, 2014.
