Transcript FORMATIVE ASSESSMENT

Rina Akotonas, Access Project Director,
Amal , January 2011
Research from cognitive psychology tells us
that learning involves
the active construction of schemata in a
process in which learners engage with and
attempt to make sense of new knowledge
and incorporate it into their developing
mental structures or schemata
Assessment is an integral part of the Learning
Process . The process includes the following
parts organized in a moving circle:
Planning
Teaching and Learning
Summative Assessment
Feedback
I give only a test per month.
I prepare my tests when I plan a unit.
I test all the skills at the end of a unit.
I test my students every 3 lessons.
When I give back marked works I talk to each
student about them.
I keep evidence of my student’s progress.
I make a test at the beginning of the year to
know my students’ level.
Which of the statements above refer to SUMMATIVE
ASSESSMENT ?
Which ones refer to FORMATIVE ASSESSMENT ?
What does each of the term refer to?
SUMMATIVE implies that a teacher assesses a
student after he has been teaching.
FORMATIVE implies that a teacher assesses a
student before and while teaching.
Most teachers use only the first one.
It
It
It
It
It
is a tool, not a strategy
is based on results only
doesn’t show progress
is material oriented
is teacher oriented
It will not drive enough positive change in
teaching and learning
Formative assessment is not a tool, but a
process .
Formative assessment is a process used by
teachers and students during instruction that
provides feedback to adjust ongoing teaching
and learning.
Teachers and students assume the roles of
partners in the learning process.
1. teachers make adjustments to teaching and
learning in response to assessment evidence;
2. students receive feedback about their
learning with advice on what they can do to
improve;
3. and students participate in the
process through self-assessment.
It is made to close the gap between the
learner’s current status and desired goals.
It uses the information to make changes in
teaching, as well as to provide feedback to the
students about how they can improve their
own learning.
It is made of suggestions, hints, or clues, rather
than praise or comments about performance
The teacher's role in formative assessment is
not simply to use feedback to promote
content learning, but also
 to help students understand the goal being
aimed for,
 assist them to develop the skills to make
judgments about their learning in relation to
the standard,
 and establish a repertoire of operational
strategies to regulate their own learning.
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“I used to do a lot of explaining, but now I do
a lot of questioning.
I used to do a lot of talking, but now I do a lot
of listening.
I used to think about teaching the curriculum,
but now I think about teaching the student.”
(Shawn’s emphases) (Heritage, 2010, p. 4).
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Staffs meet to fix what , when and how they
assess their students.
The first step must be a diagnosis test to be able
to identify a class’ profile.
The teacher adapts the policy of the staff to his
classes.
The teacher collects evidence of his students’
learning : class work, quizzes, tests, creative
tasks…
The teacher finds time to talk to his students
about their strengths and weaknesses and gives
advice about what to do.
If you want to make TEACHING and
LEARNING meaningful
and make your students THINK and
PROGRESS
start using
FORMATIVE ASSESSMENT