Formativeassessment 150304070309 Conversion Gate01

8/9/2019 Formativeassessment 150304070309 Conversion Gate01

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FORMATIVE ASSESSMENT:

CONCEPTS, CLASSROOMPRACTICES, AND

CONTEMPORARY TECHNIQUESDr. Carlo Magno

[email protected]

mailto:[email protected]:[email protected]


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Learning oal! At the end of the session, the participants areexpected to be able to:

"# Understand the concept and the theory behind

formative assessment

$# Be cognizant and of the contemporary practices in

formative assessment

%# Translate the applications of formative assessment

in your on classroom or in your on practice


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&'a()! U*+

"# !hat is the purpose of formative assessment"

$# #o is formative assessment conducted"


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Tra-i(ional Vie on A!!e!!/en(


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Tra-i(ional Vie on A!!e!!/en(

$ Traditionally, it is believed that assessment %i.e. &uizzes, final

examinations, pop tests, etc.' is the best ay to motivate the

students.

$ Because of this, the term ‘assessment’ or ‘testing’ created a

negative image to the students. I( 'a! 0e1o/e ('e grea(e!(in(i/i-a(or o2 !(3-en(!.

$ Thus, anxiety arose from the students hen the ord

‘assessment’ is said, or hen assessments are given the teacher.

$ Assessment is seen as a competition ith teaching, than a tool to

improve teaching %#eritage, ())*'.$ +aning -tudents, -chools, +egions, ountries, and etc.

%-tiggins, ())/'


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T'e A0!en1e o2

A!!e!!/en( FOR Learning

$ S(3-en(! -e4elo* an an5ie(6 and nega(i4e a((i(3-e

toards testing and assessment because of the constant

raning and comparison to others, thus their a1'ie4e/en(

!322er! %-tiggins, ())('.

$ Because of the constant raning and intimidation, students:develop a fear of failure, uncertainty in decisions,

unillingness to tae riss, learned helplessness, and

looing don on one0s self and abilities.

$ 1f e ish to maximize student achievement, e must payfar 2+3AT3+ attention to the improvement of classroom

assessment. Both assessment 45 learning and assessment

54+ learning is important. But A46 is in place and A56 is

not.


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For/a(i4e A!!e!!/en(: A 7e6 (o S311e!!


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&'a( i! For/a(i4e A!!e!!/en(+

&HAT IS NOT FA+

$ 5ormative Assessment is

no( an instrument, orevent.

$ 1t is no( used for grading7

$ 1t is no( used as a

punishment for students if

they misbehave.

&HAT IS FA+

$ Colle1(ion o2 *ra1(i1e! ('a(

all lea-! (o !(3-en( learningi/*ro4e/en(.

$ Tool 2or ('e (ea1'er! (o

-e(er/ine 'a( ('e6 nee-

(o -o (o /o4e ('e learner2orar-.

$ A (e1'ni83e (o 'el* ('e

!(3-en(! o*(i/i9e learning

%Blac 8 !illiam, ())9 -tiggins, ())('


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De2ini(ion o2 For/a(i4e A!!e!!/en(

$ 5ormative assessment is an assessment done

during the instructional process for the purpose of

improving teaching or learning %Blac 8 !illiam,

())9'$ !hat maes formative assessment formative is

that it is immediately used to mae ad;ustments

to help students learn the lessons better.


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Deli4ering For/a(i4e A!!e!!/en(


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&'a( i! For/a(i4e A!!e!!/en(+

$ A formative assessment is effective ith ho it is

embedded in the instruction to promote learning

%


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In-i4i-3al S(3-en(

Progre!!

IN TERMS OF IN TERMS OF

&'a(

S(3-en(!

Learn or Di-

no( Learn

&'a(

S(3-en(!

Can or Can)(

no( Do

ENERATES

Ti/el6 S(3-en(

A1'ie4e/en( In2or/a(ionTO

MONITOR

TO

EVALUATE

In!(r31(ional

E22e1(i4ene!!

Tea/ or In-i4i-3al#

ADDRESSED;Y

&ARRANTS

Mo-i26ing

In!(r31(ionRe


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Ho ill Tea1'er! Do I(+

$ 5ormative Assessment is only effective

hen teachers are clear about their

intended learning goals for a lesson.

$ Teachers should focus on hat students

ill learn, than hat students ill do.

$ Teachers should share the learning goals

%or actively create it ith the students', at

the beginning of the lesson.


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Ho &ill Tea1'er)! Do I(+

$ 2ather evidence through interactions ith

students, observations, of their tass and

activities, or analysis of their or products.$ !hatever teachers use to collect as an

evidence of learning, should be evidences that

are actionable by them and their students.

$ ollection should be systematic so thatteachers have constant stream of information

tied to indicators of progress %competencies'.


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For/a(i4e A!!e!!/en(: Loo=ing in(o

Non


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In2or/al O0!er4a(ion!

$ Assessing nonverbal behavior %i.e.

language, gestures, and facial

expressions' in class$ onfirming or +epeating

$ enying or onfusing

$ -trengthening or 3mphasizing

$ ontrolling or +egulating


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Fa1ial E5*re!!ion!

In(ere!(>>>>> Sa-ne!! >>>>> S3r*ri!e >>>>>

Anger>>>>> Ha**ine!! >>>>> Fear >>>>>>

%ebroitz 8


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Fa1ial E5*re!!ion!

In(ere!( ? Sa-ne!! @ S3r*ri!e

Anger " Ha**ine!! $ Fear %

%ebroitz 8


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;o-6 Lang3age

$ 3mblem

$ 1llustrators

$ Affect isplay

$ +egulators

$ Adapters

%3man 8 5riesen, F=?='


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E/0le/

$ This is a body cue that has a direct one or toord verbal translation. 3mblems are used to

consciously communicate particular message that

can be a substitute to ords %i.e. hand signs'.

$ !ait sign

$ Guiet sign

$ 4ay sign


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Ill3!(ra(or

$ This is used to increase clarity and aareness and to

augment hat is being said. 1t reinforces the strength of

the emotional message.$ 5ist clenched

$ 5ingers close together %indicating size'$ #and pointing


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A22e1( Di!*la6

$ These cues emotion through the position and

posture of the body and certain gestures.$ 1f the student has a rigid, tense, slumped, body ith

arms and legs crossed, the affect is negative anddefensive.

$ -tudents ith open, relaxed bodies ho lean toard the

teacher communicates something positive.


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Reg3la(or!

$ -tudents used these to cues to inform the

teacher about hether they ant to initiate a

response, are finished ith a comment or

thought, or ant to continue speaing.$ +aising hands %hen they ant to recite'

$ Turn denying %hen they don0t ant to recite'


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A-a*(er

$ Adapters are a rich source of information aboutattitudes, levels of confidence, and anxiety.

$ Biting the nails, fidgeting, covering the face, and

stiffness %may indicate nervousness, anxiety,

and concern'


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A!!e!!ing Voi1e C3e!

Vo1al C3e Me!!age

Lo3-ne!!

Lo3- competent, enthusiastic, forceful, selfassured,excited

Q3ie( anxious, unsure, shy, indifferent

Pi(1'

Hig' excited, explosively angry, emotional

Lo


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Using 4ral Guestioning to Assess -tudent Erogress

F. Guestions can conveniently and efficiently grab students0

attention and engage them in the lesson

(. Guestion promote student reasoning and comprehension

by helping them thin through to verbalize their

ideas.

9. Guestions signal to students important content to be

learned and provide opportunity for students to assess their

on level of understanding in these areas.

H. Guestions are used to control student behavior andmanage the class

/. To obtain information about understanding and progress.

%Blac8 !illiam, ())=


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haracteristics of 3ffective Guestioning to Assess -tudent Erogress

F. -tate &uestions clearly and succinctly so that the

intent of the &uestion is understood.

(.


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Con2ir/ing or Re*ea(ing

$ Eedro gave the correct anser to a &uestion, hise6e! li( 3* %facial expression', he !a( 3*

!(raig'( in his chair his 'an- a! !(re(1'e- 3*

%body motion' toard the ceiling, and his anser

as ani/a(e- and lo3- %voice &uality'. $ #e indicated verbally and nonverbally that he nos

the anser.


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S(reng('ening or E/*'a!i9ing

$


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Con(rolling or Reg3la(ing

$ 1n doing a group or,


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Den6ing or Con23!ing

$


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U!ing Ho/eor=, Sea( or=!,

an- Q3i99e! a! For/a(i4e Tool!


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Ho/eor=

$ Erovide extra practice in applying sills.

$ Used to extend, expand, and elaborate student

learning.

$ Used to chec on student learning, hich actsprimarily as ay for teachers to determine

hether students, individually and as a group,

demonstrating correct performance.

$ an be a tool to assess hich specific areas of

noledge 8 sill needs further instruction


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Sea( or=!$ Teachers can obtain information about student

learning through seat ors from multipleperspectives, increasing the validity of their

nonformal observations about hat students

no, understand, and can do.

$ Teachers can immediately give feedbacs

through seat ors.


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Q3i99e!

$ The &uiz is a structured procedure to chec on student

learning for specific sills, standards, or ob;ectives that

are part of more general goals for ma;or units of

instruction.

$ 4ften ob;ective in nature, the purpose is to provide the

teacher &uicly ith an indication of current noledge

and sills.

$ This information is then used immediately to

individualize instruction, form small groups, and provide

instructional correctives that ill address learning

deficits and move students as appropriate to the next

level of learning.


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Pro4i-ing Fee-0a1= an- Prai!e


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C'ara1(eri!(i1! o2 E22e1(i4e Fee-0a1=

F. +elates -tudent Eerformance to learning goals.

(. #elp students ith the strategies needed to meet the

learning goals.

9. Tells -tudent Erogress %i.e. beginning, developing,

advanced'

H. 2iven 5re&uently and 1mmediately

/. 1s -pecific and escriptive

?. 5ocuses on Key 3rrors %i.e. hat hen rong'*. Acnoledges -tudent 3fforts


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C'ara1(eri!(i1! o2 E22e1(i4e Prai!e

$ Eraise can be helpful to students if it dras

attention to student progress and performance in

relation to standards.

$ LEraise M 5eedbac 5ormulaN$ Eraise is most effective hen it is delivered as a

spontaneous but accurate message.

$ Jo more biting around the bush, praise them

directly7


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S(3-en( Sel2


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S(3-en( Sel2


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S(3-en( Sel2


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Con(e/*orar6 For/a(i4e A!!e!!/en(

Te1'ni83e!


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Online For/a(i4e A!!e!!/en(

$ 1t can be an ad;unct method of instruction and assesment

to the rapid face to face classroom environment.

$ 4nline formative assessment can reduce the anxiety the

students experience inside the classroom.

$ 4nline formative assessments have been shon to

improve the achievement of students.

$ 1t can develop the digital sills and aareness of the

learners.

$ 6esser stress to teachers but still reaping the benefits of

classroom formative assessment.

%herem, ()FF'


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S3//ar6

$ 5ormative assessment is not a ind of test.

$ 5ormative assessment practice, hen

implemented effectively, can have poerful

effects on learning.$ 5ormative assessment involves teachers maing

ad;ustments to their instruction based on

evidence collected, and providing students ith

feedbac that helps them advance their learning.

$ -tudents participate in the practice of formative

assessment through self and peerassessment.


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Core Ele/en(! o2 For/a(i4e A!!e!!/en(


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E4al3a(ion

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Formativeassessment 150304070309 Conversion Gate01