What Teacher really need to know about Formative assessment

Chapter 1 The Fundamentals of formative Assessment

There are two kinds of assessments: formative and summative assessment.
Students’ success is mainly dependent on teacher practice. Formative assessment
is able to help boost student engagement and potentially reduce dropout routes.
Self-assessment question must have K-W-L (Know, want to know, Learn). There
are essential principles of assessment: 1) formative assessment is student
focused. 2) Formative assessment is instructionally informative. 30 Formative
assessment is outcome based.
1) Formative assessment is Student focused
It is directed towards the student. It can help students’ learning needs and
styles and a adapt instruction. It can track individually student achievement
and provide challenging and motivational instructional activities.
2) Formative Assessment is instructionally informative
It provides a way to align standard, content and assessment. Moreover, it
allows for the purposeful selection of strategies. In addition to it embeds
assessment ion instruction and guide instructional decisions.
3) Formative Assessment is outcomes based
Its emphasis learning outcomes. Makes goals and standards transparent to
students. Provide clear assessment criteria. Closes the gap between what
students know and desired outcomes. Provides feedback that is
comprehensible, actionable and relevant. Provides valuable diagnostic
information by generating informative data.

Chapter 2 Questions and answers about formative assessment

To summary, it is about how people learn and about best practices for
meaning and improving that learning. It forces on the day-to-day
interactions between the teacher and the teacher. Everyday teachers use
formative assessment in their classroom to practice what and how well
their students are learning and know how to quickly accept instructions.
We can use formative assessment in educational approaches:
differentiation, construction, authentic leering or standardized testing. It
focuses on uncovering that and how well the students understand
throughout the courses of instruction.
Formative assessment is a systematic way for both teachers and students
to collect evidence of learning, engage students in assessment and use data
to improve teaching and leering. It is effective for any content area:
language art, social studies, science, math, health, PE, the art and
vocational subjects.
It can provide the curriculum also. By looking formative assessment,
teacher can notice whether students need more instructions or more
practice and then teachers decide to reteach lesson or give assign task.
Using formative assessment is grading depend on teachers’ decision and
what teachers want them to know. Rubrical and formative assessment are
the same of some functions. Rubrics help teachers monitor learning an
instruction and also support meaningful feedback to students. Rubric
means giving revision to students to make easy.

Chapter 3
Formative assessment prior to instruction
The power of pre- assessment
Pre-assessment is main important of effective instructional design. It
believes that a pre- assessment of knowledge and skills can be formal and
informal. Before the lesson starts teachers want know students background
knowledge and then she takes pre-assessment. Formative pre-assessment
enhances students’ cognitive skills (knowledge, thinking and problem
solving). To do formative pre-assessment there are Entrance slips, Corners,
Gallery and Sticky notes.
Teachers need to use entrance slips as a tool pre instruction. It means
before lesson starts, teachers give optional regrading today lesson.
Students need to write or chose their own answers. It can use as a
reviewing lesson.
Second one is Corners. It means teacher sticks questions to pictures at the
corners of the room. When teachers tell students questions, Students hold
the correct answer or correct picture and stick it on the respective corners.
Third one is Gallery. It is typically a fun and engaging pre-assessment.
Teachers stick pictures or regarding question lesson on the wall. Students
as a pair work go around the room and discuss to get correct answers.
Last but not her least, it is sticky notes can be used in different kind of
techniques including signaling, sorting, engaging and analysis. Students can
apply this onto communicate with their partner. Signaling is to get
attention from students therefore teachers can use various methods. And
also, this can be used whether students understand or have questions to
teachers. Under the sticky note there is one way – sorting that means
teacher let students choose regarding today lesson on the sticky notes
before lesson starts. For example, today lesson is teaching land animals.
Before teaching land animals start to teach, teacher let them sort Sea
animals and Land animals. Next is analysis that is upper part of pyramid.
Pre-assessment is essential to organize and analyze the data collected in
this way teachers can know the students already know, doesn’t know and
need to know.

Chapter 4 Formative Assessment during instruction

Using formative assessment during instruction to – take the pulse of whole-
class progress, - pinpoint individual achievement, -benchmark critical
thinking, -monitor changes in beliefs or dispositions, -provide feedback and
support self-assessment.
1) Take the pulse of whole-class progress
It believes that nonstop in teaching can’t affect on the teaching. Therefore,
teachers have to stop for a while and asking some question whether
students understand or not till now. After teachers continue the lessons.
2) Pinpoint individual achievement
It is said that formative assessment assist teacher to identify students
who do not understand the concept with personalize responds.
3) Benchmark critical
Formative assessment helps benchmarking. We can know whole-class
and individuals understanding and progress.
4) Monitor changes in beliefs or dispositions
This assessment can help teacher monitor how deeply students are
understanding and thinking about lesson.
5) Provide feedback and support self-assessment
Self-assessment can inspire students to create own learning.
There are seven tools and straggles: voting cards, fingers-up. Line-up,
graphic organizer, burn in the road, questions and the Socratic method.
Voting card is like signaling for Yes and True – Teacher shows green card
and for No and False- he/she shows red card.
Finger-up is teachers ask question and students are answering using
fingers. It can develop circulation so that neurons get more oxygen and
nutrients.
Line-up supports students’ sequencing skill.
Graphic organizer includes mind -maps, diagrams, concept maps, tables,
charts, matrixes and sematic organizers. It is useful whole-class
brainstorming at the beginning and at the end of instructions.
Bump in the road is students have to write down what they do not
understanding. After that students need to self- assess and decide what
is right or not correct.
Questions and Socratic method are teaching method dialogue between
teachers and students.
Electric response systems
When teacher is teaching, students can vote privately.
Instruction al responses to formative assessment data can include
-changing a particular lesson plan in the unit
-selecting different or additional resources
-using different instructional strategies
-identifying specific students in need of one-on-one remediation
Customizing rubric to personalize the weight of the mastery of selected
standards
-grouping students homogeneously for different or in heterogenous for
collaborative learning
-changing the planned summative assessments
According to the teachers and students’ mood, teachers can adjust the
lesson plan such as slow down, providing additional practice, skills-based
drill. Moreover, we sometimes can skip explanations. Furthermore, we
can change lesson setting like from whole class instruction to group
work or pair work. In addition to, teachers have to give motivation to
students and positive feedbacks.

Chapter 5 Formative Assessment after instruction

It is said that using formative assessment after instruction to identify
remaining gaps in students’ knowledge, skills, or understanding,
determine the selection of final customized intervention, gain insight
into the learning that has occurred, provide opportunities for thoughtful
reflection. Nutshell Ing is equal to summary that teachers ask students
to reflect their learning and come with conclusion.
Next one is Ball Toss that means an oral question-answer strategy. To
play this game, teachers have to choose a student’s name from hat toss
that a student’s ball and ask that student a question regarding his/her
knowledge and understanding. And then that students can answer the
question so he /she move the ball to other students and continue
before.
Another activity is Q&A mix-up. All students have to write question and
answer concerning unit. And then teacher wants to check accuracy
therefore one student asks question and the rest answer.
Next one is Grab bag can use reviewing vocabulary. Teachers cut a piece
of paper and write vocabulary on it and put them into the bag. One
student draw one and answer the one.
To be successful in the workplace, students need to check with their
peer and check self-assessment. There are tools and stagey for peer and
self-assessment. The first one 0s Muddiest point that means students
are asked to thinks about what they don’t understand like reverse
psychology. Second one is Journaling is a challenge for a private
interchange between students and teachers. Third one is Critiques that
is taking variety of forms self or peer, formal or informal, written or oral.
Fourth one is Stars and Wishes that is positive and critical comments.
Chapter 6 Improving Learning and Teaching through Formative
Assessment
Element of the affective domain include emotions, attitudes and
interpersonal relationships. There are seven types of intelligence-
verbal-linguistic, logical-mathematical, musical, bodily-kinesthetic,
spatial, interpersonal and intrapersonal.
Formative assessment can be used to help teachers identify students’
intelligence and preferred learning styles and then design instruction
according.
Formative assessment offers many strategies for pre-assessing for a
variety of things, from factual knowledge to higher-order thinking skills
to personal beliefs or dispositions to learning styles.

Chapter 7 Balancing Assessment Practices

When formative assessment combined with other data sources in a
balanced system show learning is not progressing, educators have many
options for responding. They can change classroom instruction and
assessment. Alter grade -level expectations and change resources.
Change curriculum and adjust sequence. Adjust curriculum maps.