EDB150 Lecture Notes - Lecture 4: Summative Assessment, Formative Assessment, Paddle Pop
Goal: Use formative strategies to facilitate learning and assess evidence of learning
Meaning:
Formative assessment can be used to:
• Elucidate growth and opportunities for improvement while learning
• Gauge learning outcomes
Knowledge and skills acquired:
Efficient and effective strategies for:
• Informally and formal formative assessment
• Students using feedback for future learning and preparation for summative assessment
• According to the Assessment Reform Group, five elements are required for students to used
assessment to improve their own learning:
o The provision of effective feedback to students
o The active involvement of students in their own learning
o The adjustment of teaching to take into account the results of assessment
o The recognition of the profound influence assessment has on the motivation and self-
esteem of students, both of which are crucial influences on learning
o The need for students to be able to assess themselves and understand how to improve
(William, 2011, loc.908)
• Strategies around learning intentions:
o If the lesson has a specific focus, teacher should create learning intentions when
planning
o If the lesson focus is on quality or a co-constructed experience, do not create learning
intentions during planning. Develop the learning intentions with the students
• Important to avoid confusing learning intention with context of the learning
• Successful feedback is dependent on having clear success criteria
o Task-specific vs generic rubrics:
• Task-specific useful to show students exactly what is wanted
• Generic promotes transferability
o Product vs process focussed criteria
• Product = outcome of learning
• Process = knowing on the right track; this can be a constraint if it limits thinking;
can be an affordance if it scaffolds thinking
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