ILNGFCRIAY

CLARIFYING
TIELINGIC AND NAYZNAILG
ELICITING AND ANALYZING
EFLS-MSEEASSSNT
SELF-ASSESSMENT
KBDEECA
FEEDBACK
Formative Assessment:
A Definition
Formative assessment is a planned, ongoing
process used by all students and teachers during
learning and teaching to elicit and use evidence of
student learning to improve student understanding
of intended disciplinary learning outcomes and
support students to become self-directed learners.
 Key Formative Assessment
Practices
Effective use of the formative assessment process requires
students and teachers to integrate and embed the following
practices in a collaborative and respectful classroom
environment:
● Clarifying learning goals and success criteria within a broader
progression of learning
● Eliciting and analyzing evidence of student thinking
● Engaging in self-assessment and peer feedback
● Providing actionable feedback
● Using evidence and feedback to move learning
Clarifying learning goals and success criteria within a
broader progression of learning

 Learning intentions are stated using words that emphasise knowledge,

skills, concepts and/or attitudes.
 Students are reminded about the links between what they are learning
and the big learning picture
 Child-friendly language is used to share learning intentions with
students
 Students demonstrate that they are using learning intentions and/ or
success criteria while they are working
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 Eliciting and analyzing evidence of student
thinking

• Assessment techniques are used to facilitate class discussion

•Students are encouraged to share the questioning role with the

teacher during lessons

• Students’ incorrect responses are used to guide teaching and learning

• Students can explain to others what they are learning

Engaging in self-assessment and peer feedback

• Students are given an opportunity to indicate how challenging they

anticipate the learning will be at the beginning of a lesson or activity

• Students are encouraged to use a range of assessment techniques to

review their own work

•A visual record of students’ progress is maintained to celebrate

students’ learning and show areas of/for development

• Time is set aside during parent/guardian-teacher meetings for students

to be involved in reporting on some aspects of their learning
Providing actionable feedback

Providing ongoing feedback to close the gap between where the student is
and their learning goals
• Feedback to students is focused on the original learning intention(s) and
success criteria
• Assessment techniques are used during lessons to help the teacher
determine how well students understand what is being taught
• Students are involved formally in providing information about their learning
to their parents/guardians
• In preparing to provide students with feedback on their learning, the teacher
consults their records of achievement against key learning intentions from
previous lessons
Using evidence and feedback to move learning
strategies, goals, or next instructional steps.

Gathering Evidence of Student Learning

All AfL strategies are predicated on gathering evidence of student learning
and engaging in assessment activities on that evidence.

• Observations include teacher or peer observations of student performance

and can be recorded digitally or via more traditional anecdotal records.
Guiding observational assessment may be the use of a rubric or assessment
guide.
• Conversations provide opportunities for in-the-moment, responsive
feedback. Through dialogue, teachers and peers can assess students’
understandings and support next steps. Again, conversations can be guided
through standardised protocols or, as is the case most often, occur
spontaneously throughout learning activities.

• Products have traditionally been the subject of the majority of assessment

activities in classrooms. Products refers to any artifact of student work from a
quiz/test to essay to performance/presentation or other constructed
assignment.
SHORT QUIZ
1. A process used by all students and teachers during learning and teaching to
elicit and use evidence of student learning to improve student understanding
2. Student learning and engaging in assessment activities on that evidence.
3. To close the gap between where the student is and their learning goals
4. An opportunity to indicate how challenging they anticipate the learning will
be at the beginning of a lesson or activity.
5. Students demonstrate that they are using learning intentions and/ or success
criteria while they are working