Registered: 1372714056 Posts: 122
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Whereas the formative assessment process asks, "Is each student
learning the intended knowledge and skills?" summative assessments ask, "Has the student learned the content by the deadline?" Chapter 9, Page 159 What is a benefit of formative assessments? Have you used formative assessments in your classroom (or seen a colleague use it effectively)? Give an example! __________________ Maggie Susong ATPE Member Engagement Coordinator
Registered: 1335326508 Posts: 57
Reply with quote #2
The benefit of a formative assessment is that their is no deadline for the information to be learned. What it measures is what is (or is not) being learned.
Something I have seen done by Eric Jenson is when questioning don't say yes or no, just thank you and call on every student with a hand raised. This way you get a better sampling of what your students know or don't know
Registered: 1431698554 Posts: 16
Reply with quote #3
I use a lot of formative assessments in my classes. They are an essential tool to let the teacher and the student both know where things stand as far as a student being ready for a summative assessment. I use thumbs up, sideways, or down. I use practice quizzes and test in several forms - written, game show, kahoot.it. All spoken presentations have a required "trial day" one or two days before the actual presentation. These trials are done in small groups. Both the other members of the group and myself correct any errors and give suggestions for improvements or additions. The goal is for the student and myself to find out what they don't know or can't do BEFORE they are required to do it. Especially when working with a language, a student may understand everything, and THINK they can produce the language, but until they actually TRY to PRODUCE it - they don't know for sure. Sometimes I give the option, that if the formative assessment is perfect it can substitute for the summative assessment and the student can then take the next day either as a personal day (two per semester), serve as a peer tutor, or do supplemental work (usually reading a story or watching a TV show in French.)
__________________ Karen Tymniak "On ne voit bien qu'avec le coeur." "One only sees well with the heart."
Antoine de Saint-Exupery
Registered: 1435010557 Posts: 32
Reply with quote #4
"Formative Assessments" are essential in determining if students are gaining an understanding of the material you are teaching, what parts of the lesson should be re-taught, and which students need extra time and tutoring to "get" the information so that they can practically use and apply their new knowledge. Formative assessments are only useful if the teacher takes the time to work with the students needing extra help and makes time to re-teach all parts not clearly understood by most students. Formative assessments do not count for a grade as that would defeat the purpose of gaining honest feedback from the students.
The most common form of formative assessments I have used in the classroom is in an open "Q&A" period after the lesson is taught. In order to be careful not to call on a few bright students, I keep the roster in front of me and call on students in random fashion, checking off their name as they answer. I love the idea of responding with "thank you" for incorrect answers and reformulating the question to another student for the correct answer. If more than one student needs help, it's time to re-teach. __________________ Rita Wilcox
Registered: 1462556491 Posts: 8
Reply with quote #5
The benefit of formative assessments is to "provide students with relevant, actionable information about the progression of their learning towards clearly defined standards and targets". Only with clearly defined goals can a person truly determine if they have reached the target. If the goal is to "ensure that every student who graduates from high school is ready for college or a career", then the system is already a failure. Not every student, regardless of trying to be politically correct, will be able to go to college or be in a career. What about student who are in life skills class that IQ is in the 30s? Also, what exactly is a career? Working at McDonald's? Unfortunately or fortunately, some people's careers will be entry level/minimal wage jobs, not careers. It would behoove the system to have an assessment around 7th/8th grade to assess academic level, responsibility level, and support level to help determine their career path. Then have an accurate goal to work toward career and/or college options.
In the classroom, we (another English teacher and I), have used formative assessments. We work together to determine our goals for the students, discuss various ways to reach them, and then try to use current events to help the students understand why these goals are relevant. For example, we used a quote about accountability from an environment or hereditary perspective after reading "Letters from a Birmingham Jail", a speech to the U.N. by Mala, and reading "By the Waters of Babylon". We also looked at the El Chapo situation and kid that was found not guilty because he was so rich that he didn't understand right from wrong. They had to write an essay discussing the topic. We didn't tell them what they had to use, but provided relevant information beforehand. In the beginning of getting the kids to work through the Socratic method and high level questioning, they would bemoan and complain; we explained that they would have to come up to our level. We were not going to accept substandard thinking. Most kids rose to the level. Even our special education students improved on their thinking out side the box... no they did not do "well according to the state assessment", but they had improved, and we were proud of their accomplishments. We do not believe in the "illusion of providing students with equal access" will automatically place them on level fields. This collaborative work was beneficial to the students and to us as we tried to adjust our lesson plans to current events. We have a set of stories we wish to cover, and then we leave room for other literature that reflects what is happening now and how this effects their lives. The "best" way to try to keep the lesson interesting s to show how it is relevant to their lives; rejecting the "twin sins" is definitely a start to making "quality education a national imperative". __________________ Nanceen Hoskins
Registered: 1302469621 Posts: 44
Reply with quote #6
I believe that formative assessments are a valuable tool in measuring whether students are learning the intended knowledge and skills are not. Some teachers use practice quizzes and games before a summative to measure what students know or areas that need reteaching.
Registered: 1287643127 Posts: 98
Reply with quote #7
Formative assessment is beneficial because teachers and students can get a feel for what material is mastered, and what still needs to be worked on. In some cases students just may need more practice to get the hang of something, or teachers may need to go back and review or re-explain in a new way. I used formative assessment in science and social studies when I verbally asked students questions at the end of a daily lesson. I learned if we were good to move ahead, or if we needed to review the current lesson again. I called on students at random...I had students' names on a popsicle stick and pulled one out of a cup for each question.
Registered: 1303092762 Posts: 83
Reply with quote #8
I use formative assessments very frequently. They help guide the skills I teach in large group and small groups. For example, one skill in our curriculum is ordering objects by size. As a group, we might put 3-4 students in a line from shortest to tallest, then in small groups the students might order toys from shortest to tallest. I keep running notes of which students are successful, and which are not. The students who are easily successful would be challenged to place more objects in the line next time, while those who struggled would form a small group that could practice shorter/taller with only two objects and build their skill. As time progresses, I can keep track of which skills I need to reteach to everyone, provide more practice for everyone, or when it is time to move on and give extra support to a small group.
Registered: 1431434364 Posts: 40
Reply with quote #9
Whereas the formative assessment process asks, "Is each student learning the intended knowledge and skills?" summative assessments ask, "Has the student learned the content by the deadline?" Chapter 9, Page 159 What is a benefit of formative assessments? Have you used formative assessments in your classroom (or seen a colleague use it effectively)? Give an example! Since I only have students for a short time, my classes are more technology based - so I have seen and used both forms of assessments in my classroom. One of the new programs I use evaluates students continually - they are moved at the pace they set. When they demonstrate knowledge they are pushed forward to the next concept. For summative assessments, those are used at the end of the six weeks or semester. The exams demonstrate mastery of content. __________________ Jennifer Goedken
Registered: 1431398943 Posts: 15
Reply with quote #10
The biggest benefit of formative assessments is the assurance that all students, or at least a majority percentage as set by the team, grasps the current concept in a timely manner. In language arts, some skills are built upon previous skills, but, depending upon our scope and sequence, some nine week periods do not necessarily connect with the previous directly. While this has it's downside, it also allows teachers to continue to reteach concepts to those who haven't grasped them even while a new concept or skill is being taught.
In my classroom I have a focus on complex sentences beginning in the second nine weeks. From that point on, students find them in their readings, recording examples in their spiral, and use them in their writings, indicating which sentences are complex when they ratiocinate. They also learn how to combine sentences into complex to add interest. At a random point in the process, they are tested to see if they can create sentences without their notes. If they are able, students are allowed to stop the spiral portion of the process but must continue the writing as it is a skill necessary for advanced writing. Those who are unable to pass are retaught the process and continue on until they are retested. At the end of last school year, I only had two students who were unable to use them consistently.
Registered: 1266557881 Posts: 18
Reply with quote #11
Whereas the formative assessment process asks, "Is each student learning the intended knowledge and skills?" summative assessments ask, "Has the student learned the content by the deadline?" Chapter 9, Page 159 What is a benefit of formative assessments? Have you used formative assessments in your classroom (or seen a colleague use it effectively)? Give an example! __________________ MY RESPONSE: " The challenge for schools, of course, is to determine hot to have the most powerful impact on the attained curriculum--what students actually learn." We currently live in an educational age where what is taught in school ( the curriculum) must be relatable to everyday real world experiences. Formative Assessments helps decrease student test anxiety because it allows the teacher to check for understanding for all populations at different times by applying various graphic organizers and summarization techniques. A draw back that teachers experience is that formative assessment does affect your scope and sequence. I have been Kaganized. I apply lead4ward best practices. I utilize and tweak TEKS Resources as needed and apply AVID, TLI and SIOP techniques. All in all regardless of the name or title change on an activity they are all best practices to me. Here are some examples of formative assessment I use in the classroom. ( Just a friendly reminder I teach Social Studies. Currently 6-8th grade throughout the year.) Any one of these should be present at SUMMIT teachers that attend to the event...aside from the obivious HOD and the Awards, we need professional development trainings. It's a lot of money to pay for transportation, meals and hotel to just do HOD, Information classes on the organization, and awards. Teachers are giving up their summer time from work or families to not be compensated. Okay so there are online classes and webinars...yet there is nothing better than face to face contact and learning. Purchase educational materials or prof. dev. books and meeting authors ( Educational gurus).) Just a thought. Formative Assessment Examples: 1. Comprehension Reading Passage When starting a lesson I will look for a fiction reading passage for students to gain interest and knowledge as to what we will be learning. A benefit is that when we are working on the ELA reading passage " A la History..." we apply ELA STAAR testing strategies. Then I jump into the content and ask questions that link back to the story or content. 2. Take a position / For Corners also known as " Voting with Your Feet" I have the students line up in a line depending on my classroom configuration and have students respond to the question on the topic we are covering. I will hang letters on my ceiling and I will have the group move to the response they think is correct ( A,B,C,D, and F,G,H,J) once they are there I will question them as to why they made that decision, this way students don't follow their friends. I like doing these because it will lead to a debate. I will let it happen and then cut it short to continue with the lesson. 3. Jigsaw reading combined with think pair share and write. A. Provide students different sections of the reading. B. Provide a a couple of questions 1 or 2 from the reading ( recall and comprehension levels ) and hit them with the highest DOK think critically Open ended question that forces the student to go beyond the reading. This means they have to take a position or reflect on it. C. give every one think time. D. Once in pairs or small group they will discuss their reading and the questions. ( student should be utilizing their academic vocabulary here. They need to be using them appropriately and be able to express that in the writing process.) E. Paired students or small group writes a response. They pick a spokes person who will share the sentiment/ reflection with the whole class. ( This has lead to Carosel learning as the class studensts travel from group to group. B. It leads to an open ended Philosophical chair discussion ( AVID)) F. Finalize this with a self summarization what the student has gained. 4. Students love the Kahoot because their phones or ipads become the game piece and they compete each other. The teacher creates the quiz. Great for review prior to exams. 5. Vocabulary/ concept Hopscotch. Student are to provide an oral explanation of the term or concept based on where they landed. You can create various hopscotchs and have the kids rotate every 8 to 10 min. so that they don't get bored. 6. I call it Military recall: Line up all of the students and ask them content knowledge. Students that get the response right will sit down or move to the back of the line. ( This is great as an oral exit ticket and it allows the teacher to see what concepts students are having difficulty that can be looped back in as a Bell ringer.) I could go on and on... these are some I have used professionally in the classroom. Just remember safety first, make sure everyone feels included, that learning is fun, and ask permission from the Principals. If the students are not demonstrating respect for your out of the box thinking, then take the proper disciplinary actions and go back into the classroom. They will learn the lesson...in order for all to have fun learning in an innovative way everyone needs to be on board. ( you would not want others to say or think, "oh so today in class instead of learning your teacher took you out to play games. What are they teaching you?) __________________ Ms. D. Palomo
" Share your heritage with a passion."
Registered: 1278014707 Posts: 43
Reply with quote #12
To me formative assessments are active and ongoing. It is as is you are on a sailboat and in a storm and you need to adjust the sails to get where you want to go. As for summative assessments it is as if you are in a boat in a storm and sailing away not noticing any changes that need to be made and suddenly you are at your destination and you lost a few of your crew and you never even noticed until you got where you were going. Some made it and some didn't. You didn't adjust your sails and a few went overboard and didn't make it.
__________________ S. Braddock
Registered: 1360770657 Posts: 63
Reply with quote #13
Formative assessments are good tool to know what a student understands or not understands without a time limit looming over everyone’s head. I prefer them to summative assessments because I get to be more creative in coming up with how I can quiz the students. I’ve used thumbs up/thumbs down and various forms of game shows.
Registered: 1435266309 Posts: 13
Reply with quote #14
A benefit of formative assessments is to inform the student and the teacher of the current level of gained knowledge directly related to the material at hand. This information is a quick and targeted data that directs the teacher to move on or reteach in order for the student to learn at a proficient level. I believe that I have used formative assessments effectively in my French classroom. Some examples are Exit Tickets, oral evaluations, Splatteroo, Duolingo, Pop Quiz, Cold Call. My most effective use of formative assessment is when I require ALL the students to do the work, to do it correctly, and to show proficiency. This tends to work best when I have varying levels of work prepared for the students for a class period. Meaning, everyone starts with the same task: those who learn fast progress through the subsequent tasks of deeper learning, while those that need more time to master the basics are not feeling rushed to move on with the higher performing students. This requires a lot of work on my part, but the student engagement and individual learning is very rewarding!
Registered: 1302877401 Posts: 94
Reply with quote #15
Formative assessments are valuable. When teachers plan the thoughtful questions (with standards in mind) and administer a formative assessment, this lets the teacher know where each student is. And is also necessary because each grade level has set objectives that students are required to learn. This can be accomplished in a variety of ways as noted below.
An example of a formative assessment that I have used in my teaching is the running record for reading. This allows me to hear and watch for cues as the student reads. Do they track with their finger? Are they looking at the pictures for clues to words? Do they substitute similar sounding words? Are they sounding out words? And so on…. This helps me determine student reading level, fluency, and sounds they may not yet be proficient at. Then I have a good starting place to work with.
On a recent summer teaching assignment, I used a post-math test to determine where students are on math. One particular questions that stuck out was probability. Out of the 18 questions asked this was the most missed question. Another question some struggled with: two parts of a whole. Telling time was another difficult question for some. This gave me a starting place to work with. I also use the strategy mentioned on page 162 to check for level of understanding: thumbs up (totally get it), thumbs half way (so, so) and thumbs down (don’t understand).
A math teacher I tutored for this past school year uses formative assessments on a regular basis. Prior to teaching a new unit, he’ll give a paper copy of a formative assessment. Each student answers the questions and shows work. This gives him an ideal of where students are and where the main focus needs to be. This same math teacher also has android app that he can note/reward good student focus/participation. Another strategy he uses allows students to answer questions by holding up a card in a certain direction that the android can register the student selected answer. This is then reflected on Smartboard showing the number of students that got it correct. He will choose a student to work problem on the board or he works the problem. He also shows why students may have chosen the incorrect answer.
In the ELA class that I have tutored for: The classroom teacher challenges her higher level students with special projects. For example: She had three reading groups of 2 to 3 students each who had a chapter book with questions to answer for each chapter. These students worked independently during the time that the teacher was teaching in small groups with students needing more instruction. However, she still meets with the higher groups one a week to have discussion and check for understanding.
Other strategies I have used and also seen other teachers use are mentioned on page 161: “provide adequate wait time for student response”, randomly select students, encourage students to consider their classmate’s answer.” In my small tutoring groups, I expect and have all my students participate: direct questions, pair share, and the opportunity to go back and answer incorrect questions, show where you located information, and so on.