FORMATIVE ASSESSMENT

By: Michelle Osborn

What is Formative Assessment?

Continual, explicit feedback to students.

Assists students in answering three questions: Where am I going? Where am I now? How can I close the gap between the two?

To ensure students can bridge the gap between the two feedback must be descriptive and specific.

Five Attributes of Effective Formative Assessment

Learning Progressions Show course students should follow to achieve

goals Short-term goals Sub-goals

Learning Goals and Criteria for Success Clearly identified and communicated to

students Explained in user friendly language

Five Attributes Continued…

Descriptive Feedback Evidence based feedback Learner specific

Self and Peer-Assessment Enables students to take responsibility for their

learning

Collaboration Partners in learning

Strategies for Formative Assessment

The Clinical Interview – Part 1 Asses students

Quick computational problems

http://www.learnnc.org/lp/editions/pcmath/1253

Analysis: Student had developed number sense

Strategies Continued…

The Clinical Interview – Part 2 Photo Enlargement Problem

Analysis: Significant student recognized task and set up proportion

Strategies Continued…

The Clinical Interview – Part 3

Pool/Walkway Problem : A swimming pool in the shape of a rectangle is surrounded by a 3 foot wide walkway. The pool is 32 feet long. How long would a fence have to be to enclose the walkway and the pool?

Analysis: Mathematical reasoning not strong

Strategies Continued…

The Clinical Interview Parts 4 thru 6 Additional

mathematical problems: Visualizing halves Large and small cubes Fractions and decimals

Analysis: Student lacks mathematical reasoning.

Strategies Continued…

Assess the Learning Process

Ask different types of questions Comprehension Questions Kinesthetic Questions Visual Questions Analytical Questions

Grading Rubric

Strategies Continued…

Listening While You Work Allow time for students to react to their

experiences

Have students describe their prior knowledge Informal brainstorming

Listen to students respond to open-ended assessments

Strategies Continued…

Make Connections Between Concepts

Connect the puzzle pieces

Make time in class for students to respond

Ask your students what is working and what is not

References

Buher, Gretchen & Walbert, David. Assessing The Learning Process. LEARN North Carolina, Available on the web at www.learnnc.org/lp/pages/645. (accessed March 15, 2010)

Coffey, Heather. Formative Assessment. LEARN North Carolina, Available on the web at www.learnnc.org/lp/pages/5212. (accessed March 15, 2010)

Smith Johnson, Kristi. Listening While You Work: Using informal assessments to inform your instruction. LEARN North Carolina, Available on the web at www.learnnc.org/lp/pages/260. (accessed March 15, 2010)

Smith Johnson, Kristi. Making Connections between Concepts. LEARN North Carolina, Available on the web at www.learnnc.org/lp/pages/261. (accessed March 15, 2010)

Walbert, David. The Clinical Interview. LEARN North Carolina, Available on the web at www.learnnc.org/lp/pages/786. (accessed March 15, 2010)