EDUC4130 Lecture Notes - Lecture 3: Formative Assessment
Week Three
Lecture Three: Formative Assessment
Definition (William, 2009)
- An assessment functions formatively to the extent that evidence about student achievement elicited
by the assessment is interpreted and used to make decisions about the next steps in instruction
that are likely to be better, or better founded, than the decisions that would have been taken in
the absence of that evidence.
- Assessment that is done at the point of need
o Pointed to the correct path
o Looking for evidence
▪ For stakeholders
o Assessment strategies should ensure that you can gain evidence
o Make a decision and interpret evidence
- Dylan William
o If the learning isn’t proceeding as planned, you make adjustments – this is the essence of
formative assessment
o It is the bridge between teaching and learning
o It is only through assessment that you will know what is taught is being learned
o Constant
▪ Minute by minute, day by day
Unpacking Formative Assessment
- Key processes
o Establishing where the learners are in their learning
o Establishing where they are going
o Working out how to get there
- Participants
o Teachers
o Peers
o Learners
Aspects of Formative Assessment
Where the learner is
going
Where the learner is
How to get there
Teacher
Clarify and share
learning intentions
Engineering effective
discussions, tasks and
activities that elicit
evidence of learning
Providing feedback that
moves learners forward
Peer
Understand and share
learning intentions
Activating students as learning
resources for one another
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Assessment that is done at the point of need: pointed to the correct path, looking for evidence. For stakeholders: assessment strategies should ensure that you can gain evidence, make a decision and interpret evidence. If the learning isn"t proceeding as planned, you make adjustments this is the essence of formative assessment. It is the bridge between teaching and learning. It is only through assessment that you will know what is taught is being learned: minute by minute, day by day. Key processes: establishing where the learners are in their learning, establishing where they are going, working out how to get there. Engineering effective discussions, tasks and activities that elicit evidence of learning. Activating students as learning resources for one another. Activating students as owners of their own learning. Mini white boards: ask a question everyone holds it up. Match the comments to the essays: reflective task. Asking the question before calling on the student.
