Casual chats with students in the classroom can help them feel at ease even as you get a sense of what they know, and you may find that five-minute interview assessments work really well. You can also shift some of this work to students using a peer-feedback process called TAG feedback Tell your peer something they did well, Ask a thoughtful question, Give a positive suggestion.
For more introverted students—or for more private assessments—use Flipgrid , Explain Everything , or Seesaw to have students record their answers to prompts and demonstrate what they can do. Methods that incorporate art: Consider using visual art or photography or videography as an assessment tool. Whether students draw, create a collage, or sculpt, you may find that the assessment helps them synthesize their learning. Or think beyond the visual and have kids act out their understanding of the content.
Or do a misconception check : Present students with a common misunderstanding and ask them to apply previous knowledge to correct the mistake, or ask them to decide if a statement contains any mistakes at all, and then discuss their answers. Often you can give your rubric to your students and have them spot their strengths and weaknesses.
You can use sticky notes to get a quick insight into what areas your kids think they need to work on. Learn more. Sign up for our newsletter and get recent blog posts—and more—delivered right to your inbox. Teachers and students collaborate to use formative assessment in responsive ways that positively impact learners and learning. They partner to know and respond to strengths, interests, and needs. Using formative assessment evidence is appropriate for making decisions during the practice phases of learning; formative assessment scores are not appropriate for calculating grades or for making placement decisions.
Engaging students in goal setting is a great way to do this. What does formative assessment look like? Clarifying learning goals and success criteria within a broader progression of learning. Having goal clarity, purpose, and a path promotes student motivation and agency. Another common example is when students fail a teacher-made test and are allowed to take another similar test, until they—either by chance or acquired knowledge—are able to perform above the cut-score.
These authors, however, place the definition of formative assessment within a psychometric understanding of assessment, which may, among other things, exclude formative assessment practices that do not adhere to psychometric ideals. The argument made here is therefore that the next generation of definitions of formative assessment should not only incorporate both evaluative judgments and a psychometric understanding of assessment, but also take into consideration the differences between these evaluative processes, since they can be optimized to support different kinds of decisions.
In all assessment contexts, conclusions about student learning are based on incomplete and indirect samples of information from which necessarily tentative conclusions are made.
The view expressed in this quote is a typical example of a psychometric understanding of assessment, which is manifested in the idea that the goal of assessment is to draw conclusions about something that is not visible to the naked eye i. Since water vapor is not visible to the naked eye, the container looks empty. However, if a radioactive substance emitting ionizing particles is placed within the chamber, mist-like trails of tiny droplets form in the vapor.
The cloud chamber thereby acts as a simple particle detector, making the invisible particles observable as trails of water droplets. What is important to remember, however, is that is not the actual particles that can be observed in the chamber, but water. The ionizing particles are hence only observed indirectly, but by the use of appropriate theory, the existence of non-visible ionizing particles may be inferred from the visible water droplets.
In a similar manner, psychological and invisible constructs, such as intelligence and understanding, are measured indirectly, mainly through tests. Here, the answers to the test items correspond to the trails of mist in the cloud chamber, and they can be used to make inferences about students' learning or understanding.
In order to do this, theory is needed, so that the test scores can be translated into conclusions about student characteristics. Test scores do not speak for themselves, no more than trails of water droplets in a sealed container. Within this paradigm, each item on a test is used as an indication of a latent invisible trait, and more items generally means that more accurate conclusions can be drawn from the test scores. This view is represented in the quote above by Cizek et al. Qualitative, or evaluative, judgment is used to appreciate the quality of student performance.
According to Sadler, a qualitative judgment is made by a knowledgeable person and is not reducible to a formula that can be applied by non-experts. Qualitative judgments are made through the use of criteria and typically multiple criteria are used simultaneously when appraising the quality of performances. In psychometrics, assessment is an inferential process, since the focus of assessment is an invisible, theoretical construct such as knowledge or competency.
Psychometric assessments therefore rely on indirect measures, using aggregated data from several items. In qualitative judgments, on the other hand, the focus of assessment is quality of performance. An extreme position is deliberately taken here, however, in order to more clearly distinguish between the two perspectives.
She was the — editor of Educational Measurement: Issues and Practice , and is author or co-author of 19 books and over 70 articles and book chapters on classroom assessment, teacher professional development, and evaluation. She serves on the editorial boards of several journals. Member Book. About The formative assessment process helps teachers and students focus on learning goals, take stock of current work in relation to these goals, and move closer to reaching them.
Table of contents Acknowledgments.
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