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The key elements of formative assessment and its principal purpose
The key elements of formative assessment and its principal purpose
The key elements of formative assessment and its principal purpose
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Learning is a process by which a child accesses new knowledge or acquires modifications in existing cognition, technique, mannerism or disposition. In my view, learning is necessary for human being and it is common and a constant process through observation, involvement or participation. In general, one of the most common ways of learning is generic learning and this is applicable for all type of learners and in this learning takes place in a repetitive cycle, an ongoing series of process. It is very clear that learning needs to meet people’s basic needs to understand, appreciate and to evaluate the prominence of the learning process. People learn best when their physical and psychological environment is comfortable. According to Maslow …show more content…
Summative assessments are used to evaluate students learning at the completion of a specific instructional period, usually at the end of a unit, course, semester, program, or school year. Formative assessment(FA) is generally carried out throughout the learning process. In an educational system, formative assessment might be a teacher (or peer) or the learner, providing feedback on a student's work and would not necessarily be used for grading purposes. Formative assessments can take the form of diagnostic, standardized tests, quizzes, oral question, or draft work. Formative assessments are carried out concurrently with instructions and the result may count. In the learning process formative assessment is exceptional than summative assessment and it helps the students to identify their understanding about the subject and it gives chance to improve. In my view FA is ineluctable in the learning process, that allow the student and educator to form a more detailed understanding of the student’s abilities, which can be used to inform remediation, reteaching and instructional strategy. ( http://www.nctm.org/Research-and-Advocacy/research-brief-and-clips/Benefits-of-Formative-Assessment/
Elwood, J. (2006). Formative assessment: possibilities, boundaries and limitations. Assessment in Education: Principles, Policy & Practice, 215-232, doi:10.1080/09695940600708653
Current educational policy and practice asserts that increased standardized student testing is the key to improving student learning and is the most appropriate means for holding individual schools and teachers accountable for student learning. Instead, it has become a tool solely for summarizing what students have learned and for ranking students and schools. The problem is standardized tests cannot provide the information about student achievement that teachers and students need day-to-day. Classroom assessment can provide this kind of information.
According to Moreno (2010) , the term “learning”, can be defined as a “relatively permanent change in our thoughts, feelings, or behavior that results from experience “ (p.150)
Learning is viewed largely as a matter of trial and error: In any new situation, people try a variety of responses, increasing those that lead to desirable consequences and leaving unproductive ones behind.
The usage of formative assessment is not widely used in schools or employed by most teachers. In On the Impact of Formative Assessment on Student Motivation, Achievement, and Conceptual Change, this study connects two previously isolated but theoretically linked educational frameworks: conceptual change and formative assessment. The group of authors explored whether formative assessment would improve students’ motivation and achievement, and lead to conceptual change. The article includes discussion on the conceptual framework, research design, outcome variable measurements, and results. They had a very compelling hypothesis about the inclusion of embedded formative assessment, along with sound assessing strategies [i.e. overall consistency and validity measurement] to support their results and conclusion. They took the necessary steps to ensure validity and internal consistency when developing assessments and analyzing results of their study. I believe the reflections and future directions section is very beneficial to future researchers and educators, while offering valuable insight on the joint usage of formative assessment and other teaching strategies benefiting motivational and learning outcomes.
Learning is not a habit formation. It involves cognitive processes. Learning is a process occurring within the mind independently of the contexts. The children’s developmental stages are central to this view. Knowledge itself is self-sufficient and independent of the contexts.
Learning is referred as moderately continuous alteration in behaviour which is the outcome of experience. Learning became a key center of study in psychology throughout the beginning of the twentieth century ever since behaviourism developed as a huge school of thought (cited in Schaffer, 1996). Learning therefore is a significantly crucial notion in areas of psychology such as: cognitive development, developmental psychology, educational development and social development.
Assessments have always been a tool for teachers to assess mastery and for a long time it was just to provide a grade and enter it into the grade book or report card. Through resources in and out of the course, there has been a breath of new life into the research on how to use assessments. They take many forms and fall within the summative or formative assessment category. Sloan (2016) addresses how formative assessments has traditionally been used by teachers to modify instruction, but when we focus on a classroom that is learner-centered “it becomes assessment for learning as opposed to assessment of learning” (slide 4). The fact is, the students are the ones that should be and are the ones using the data we collect through assessments, since it is our way of providing feedback in order
Learning is the process of attaining knowledge that can be obtained in a variety of ways. People learn through their own personal experiences, others experiences, actions, and by being taught. Over the year’s psychologist have categorized these different types of learning into more specific categories such as operant conditioning, vicarious learning and observational learning. These three methods of learning, though they all use different techniques, can affect a person’s behavior.
Learning is something that no one can avoid. Somethings in life can not pass by with a person learning a new concept or idea. Learning takes place when a person's standing in line at the grocery store, sitting in a classroom with a teacher, or just driving by a something that catches their attention. This happens all the time when students go on field trips to the zoo or to a science center. The students learn from doing, listening, or even talking about what they saw. People learn with different styles such as a visual learner, an auditory learner, or a kinesthetic learner and each one has its own benefits and downfalls.
Learning is a continuous process which starts from the day we are born . Every day of our life is enriched with a new learning which then becomes our guideline for the next many days to come. Learning is defined as the process by which an individual absorbs processes and interprets information. The brain, emotions , environment , cognition and experience- all play a key role in facilitating the learning process. Learning theories try to decipher the learning process by building a conceptual framework for the way individuals learn.
Formative assessment takes place during teaching. Teachers can use formative assessments to plan questions to ask a specific group of students. Formative assessment can be used to determine which students are getting it and which students need individual instruction. In Hillsborough county, we use a term “catch and release”, formative assessment is used to help teachers know when all students are lost and need to be “caught” for some step by step teaching and then they can be “released” to try to the problem or question
In this assignment, I assessed my students in geometry class at Deer Valley High School on their knowledge of similar triangle standards that my fellow teacher and I focused on in this unit. The formative assessment was a collection of fifteen questions that were broken up evenly to cover the three district and state standards that we wanted our students, mainly sophomores, to have mastered at the completion of this unit. The intent of this assignment was to gauge how my instructional techniques worked on my students and what I could do differently to improve their overall learning experience.
Simple approaches and flexible means are the key to effective learning. Monotony and regimentalized fashion of learning is usually not recommended for the growing minds to ensure that the minds remain open and accept more stimuli from the surroundings.
Cauley, K.H. & McMillan, J.H. (2009). Formative assessment techniques to support student motivation and achievement. Clearing House, 83(1), 1-6.