Transcript Use of Formative Assessments in the Classroom

Gilbert Prado
Mr. Esequiel Garcia Jr.
Mr. Pedro Segura
August 16, 2013
 Introduction
 Think-Pair-Share
(Survey Activity 1)
 Four Corner (Survey Activity 2)
 Formative Assessment Definition
 Attributes of FA
 Grid Activity (Survey Activity 3)
 Vignette Activity (Survey Activity 4)
 End Thought
 Conclusion
 Reflect
upon the types of assessments
that you currently use in your classroom?
Instructions
1. Think – Take 3 min. to reflect.
2. Pair Up – Select a shoulder partner.
3. Share – Take 3 min to share your thought
with your shoulder partner and then switch
roles.
 What
type of assessment do you
predominately use in your classes? (Four
Corner – Activity)
A. Quizzes
B. Student Portfolios
C. Formative Assessments (informal
checking)
D. Tests
 At
the heart of formative assessment or
assessment for learning, is the belief in
which classroom assessments can be
utilized not only to inform the instructor
the student’s level of understanding, but
provide additional insight as to what
critically information is not fully
understood and help guide teacher
instruction (Wiliam, 2011).
A
classroom assessment strategy is
considered to be formative in nature if it
plays a decisive role in informing teachers
and students direction to areas of concern
needed for taking instructional action. By
addressing those learning differences
simultaneously through teaching and reteaching, educators are able to make an
impact on student learning by addressing
the gaps through the art of instruction
(Maxwell & Garcia, 2012).
Leahy et al. (2005) shared five key elements prevalent
in the formative assessment process, which included:
1. Sharing learning intentions and guide for success,
2. Engineering classroom learning activities,
3. Sharing feedback with students for the purpose of
action,
4. Guiding students to take ownership in learning,
5. Guiding students to be a key resource for one
another (p. 2).
 When
are tests usually given in your
classes?
A. Before Instruction
B. During Instruction
C. After Instruction
 IS
IT OR ISN’T IT FORMATIVE
ASSESSMENT? (Colored Answers)
 Types
of Formative Assessment
Think-Pair-Share
 How
do you envision formative
assessment in your classroom?
Group Survey
What is the purpose of formative assessment? (P.
Segura)
A. Guide Instruction
B. Provide Feedback to students
C. Inform about student learning and
understanding of concepts.
D. All the Above
Maxwell, G., & Garcia E. (2012). Rural South Texas Curriculum Coaches
Perspective on the use of Formative Assessment to Guide Instruction
Paper presented at the University Council of Educational Administrators.
Convention, Denver, CO.
Frey, B. B., & Schmitt, V, L. (2010). Teachers' Classroom Assessment Practices.
Middle Grades Research Journal, 5(3), 107-117.
Leahy, S., Lyon, C., Thompson, M., & William, D. (2005). Classroom assessment
minute by minute, day by day. Educational Leadership, 63(3), 18-24.
Retrieved from http://0search.ebscohost.com.oasis.lib.tamuk.edu/login.aspx?direct=true&
db=a9h&AN=18772694&site=ehost-live
Wiliam, D. (2011). What is assessment for learning? Studies In Educational
Evaluation, 37(1), 3-14. Elsevier Ltd. doi:10.1016/j.stueduc.2011.03.001