Formative assessments provide many benefits when used in the classroom. These type of assessments are important because they take place during instruction. Formative assessments should not be confused with summative assessments. Summative assessments are given at the end of a chapter, unit, etc. Formative assessments actively take place during the learning process. They are on-going and can be used immediately to guide instruction. They are typically quick, put provide a wealth of valuable information. Teachers and students alike use the information provided by formative assessments to make decisions about what has been accomplished, what (if anything) still needs to be accomplished, and where to go next to meet goals and expectations. Formative assessments do not require a grade, but are critical to student achievement. Since the "score" is not important, emphasis should be placed on the feedback given to students so they know where they are performing and where they should be performing. Consistently keeping students informed about their progress will benefit their achievement.
Formative assessments play a critical role in differentiation in the classroom. The results provide data that informs the teacher on what aspects of their instruction they may need to modify to most benefit each learner. Teachers can then quickly plan what instruction will close any gaps among their learners and provide the necessary differentiation that is so critical for student growth/achievement. For students, they can analyze the results and determine what they need to do to either continue their growth or increase their growth based on the established goals set by the teacher and the student. Students can be grouped more accurately, those who are ready can move on to applying their knowledge in a more challenging or "real world" way, and those who need more instruction on the concept/topic can receive it. Once the assessment is given, the teacher will have a solid indication as to where the students are with the content. Grouping and tasks assigned can be adjusted accurately to benefit every learner. The students who need further instruction can be provided that opportunity, those who have a grasp of the concept move along the continuum of understanding by enrichment activities, and those who have mastered the content can engage in enrichment projects. This way instruction is adjusted to meet the current needs of all students. Any misconceptions can be addressed as the students are learning, not after. For the teacher, they have a better awareness of where each learner is and what they need specifically to be successful.
Examples of Formative Assessments Used in My Classroom
1. Exit Slips/Ticket Out the Door - are a type of assessment to gauge student understanding of a particular concept learned during a lesson. These are given as an "exit" or "ticket" out of the classroom and can be as simple as a written response or solving a math problem.
2. Quizzes - are given to see what concepts have been understood and which may need further instruction. Though they can be graded, some can be solely for feedback to evaluate learning.
3. Assess Yourself - is a type of assessment similar to an exit slip/ticket out the door where the student can rate their understanding and comfort level of their learning for that day. There are many variations of this assessment. In my classroom we use 1. Novice, 2. Apprentice, 3. Practitioner, 4. Expert.
4. 3-2-1 GO! - is a quick check of 3 facts the student learned during the instruction, 2 questions they have, and 1 response about what they have learned. The response could be what they didn't understand, what they want to know more about, or an "a-ha!"
Resources Used:
Chappuis, J., & Chappuis, S. (2007, December). The best value in formative assessment (pp. 14-19). Retrieved from http://www.ascd.org/publications/educational-leadership/dec07/vol65/num04/The-Best-Value-in-Formative-Assessment.aspx
Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S. (2006). Assessment for and of learning. Classroom assessment for student learning: Doing it right—using it well (pp. 29-46). Retrieved from http://www.bostonpublicschools.org/cms/lib07/MA01906464/Centricity/Domain/99/stiggins_assessment.pdf
Formative assessments play a critical role in differentiation in the classroom. The results provide data that informs the teacher on what aspects of their instruction they may need to modify to most benefit each learner. Teachers can then quickly plan what instruction will close any gaps among their learners and provide the necessary differentiation that is so critical for student growth/achievement. For students, they can analyze the results and determine what they need to do to either continue their growth or increase their growth based on the established goals set by the teacher and the student. Students can be grouped more accurately, those who are ready can move on to applying their knowledge in a more challenging or "real world" way, and those who need more instruction on the concept/topic can receive it. Once the assessment is given, the teacher will have a solid indication as to where the students are with the content. Grouping and tasks assigned can be adjusted accurately to benefit every learner. The students who need further instruction can be provided that opportunity, those who have a grasp of the concept move along the continuum of understanding by enrichment activities, and those who have mastered the content can engage in enrichment projects. This way instruction is adjusted to meet the current needs of all students. Any misconceptions can be addressed as the students are learning, not after. For the teacher, they have a better awareness of where each learner is and what they need specifically to be successful.
Examples of Formative Assessments Used in My Classroom
1. Exit Slips/Ticket Out the Door - are a type of assessment to gauge student understanding of a particular concept learned during a lesson. These are given as an "exit" or "ticket" out of the classroom and can be as simple as a written response or solving a math problem.
2. Quizzes - are given to see what concepts have been understood and which may need further instruction. Though they can be graded, some can be solely for feedback to evaluate learning.
3. Assess Yourself - is a type of assessment similar to an exit slip/ticket out the door where the student can rate their understanding and comfort level of their learning for that day. There are many variations of this assessment. In my classroom we use 1. Novice, 2. Apprentice, 3. Practitioner, 4. Expert.
4. 3-2-1 GO! - is a quick check of 3 facts the student learned during the instruction, 2 questions they have, and 1 response about what they have learned. The response could be what they didn't understand, what they want to know more about, or an "a-ha!"
Resources Used:
Chappuis, J., & Chappuis, S. (2007, December). The best value in formative assessment (pp. 14-19). Retrieved from http://www.ascd.org/publications/educational-leadership/dec07/vol65/num04/The-Best-Value-in-Formative-Assessment.aspx
Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S. (2006). Assessment for and of learning. Classroom assessment for student learning: Doing it right—using it well (pp. 29-46). Retrieved from http://www.bostonpublicschools.org/cms/lib07/MA01906464/Centricity/Domain/99/stiggins_assessment.pdf