Formative Assessment

& Effective Feedback

Why Formative Assessment?

“There is a body of firm evidence that formative assessment is an essential component of classroom work and that its development can raise standards of achievement. We know of no other way of raising standards for which such a strong prima facie case can be made.” (Black & Wiliam, 1998)

“Traditional” Assessment Practices

Generally encourage rote/ superficial learning

Can predict students results on external tests, but provides little information about students’ learning needs

Focus on quantity, rather than quality, of work

Over-emphasize grading, under-emphasize learning

Check-In Question #1

What are key features of formative assessment?

Formative Assessment

Role for both teachers and students Assessment information must be used to make

adjustments to teaching & learning Timing: While learning is “in progress” Not all classroom assessments are formative!

“A key characteristic [of formative assessment] is that the assessment information is used, by both teacher and pupils, to modify their work in order to make it more effective.” (Black, 1993)

Formative Assessment: Range of Practices

INFORMAL

On-the-FlyPlanned-for Interaction

EmbeddedAssessment

FORMAL

Separate Assessment

* Adapted from Shavelson (2003)

Check-In Question #2

In your subject area, what is an example of a “planned-for interaction” formative assessment opportunity?

Check-In Question #3

In your subject area, what is an example of an “embedded” formative assessment opportunity?

Purposes of Formative Assessment

Monitoring Learning Whether learning is taking place

Diagnosing (informing) learning What is & isn’t being learned

Forming learning What to do about it

* Borrowed from Wiliam (2004)

Check-In Question #4

In your subject area, how would an assessment for diagnosing learning look different from an assessment for monitoring learning?

Components of Formative Assessment

Eliciting assessment information Interpreting elicited assessment

information Acting upon interpretations

Providing feedback to students Reflecting upon & revising teaching

* Adapted from Ruiz-Primo (2005)

“Traditional” Feedback

Provides information about relative standing, rather than how to improve

Reinforces to “weaker” students that they lack “ability” and are not able to learn

Necessary components of “good” feedback

Sadler (1989) delineated 3 necessary components of feedback: The standard which is to be achieved The actual level of performance How to go about closing the gap

Ramaprasad’s (1983) definition emphasized use of information to close the gap

“Good” feedback

Provides specific information (Black, 1998; Black et al., 2004; Bonnoil, 1991; Choi, Nam, & Lee, 2001; Croocks, 1998; Elawar & Corno, 1985; Harlen & James, 1997; Mavrommatis, 1997; Sadler, 1998; Torrance & Pryor, 2001)

Compares student performance to clear standards, not to performance of others

Is honest and authentic Is timely

Steps to Providing “Good” Feedback

Start with the positive Use specific, non-judgmental language to

indicate areas for improvement Target a small number of areas where the

student is ready to make improvement, and provide guidance about what to do next

Provide an opportunity for relearning, correction, and revision in response to feedback

Grades & Feedback Students tend to ignore feedback

when accompanied by a grade or overall judgment (Black, Harrison, Lee, Marshall, & Wiliam, 2004)“A numerical mark or grade does not tell you what to do: if it is high, you’re pleased but have no impetus to do better, if it is low it might confirm your belief that you are not able to learn the subject.” (Black & Harrison, 2001)