Formative assessment is extremely important in classrooms these days. It is different then other types of assessment. Formative assessment happens throughout the day continually on a daily basis. I was surprised to see that in my classroom for my internship there is not a great deal of formative assessment. However, it makes sense because I do not think many teachers are aware of this type of assessment. Teachers are mainly more accustomed to just giving tests at the end of chapters and sections and basing their assessments based off of those. That is what I mainly see my teacher doing. I also know that that is what many of the other teachers in my school do as well. Assessing this way is not necessarily a bad thing, however, formative assessment gives much more detail as well as it is much more effective and efficient.
The closest thing I see to formative assessment in the classroom I am in is that my teacher will go over topics, readings, concepts with the students and when they are finished with it she will ask them questions regarding what they have learned. However, she will not record any of the information. THe only thing I have ever done in the classroom with any type of assessment was had the students bring the books they were reading over to me and they would read a few pages of it. I would ask them questions about the plot, characters, main idea, etc. and they would have to be able to answer those questions. If I felt the students did well, I would just put a check next to his or her name. That is all I have really done or seen in the classroom that somewhat resembles formative assessment.
I believe that assessment is important in my classroom and school. They really take into consideration how the students are doing and my teacher is always changing her lesson plans if she feels like the students are not comprehending what she is teaching. I just do not think that the teachers in the school are well educated on how to formatively assess students or what it is.
Friday, October 5, 2012
Learning Gap Reflection
There are normally a high number of learning gaps in many classrooms. Learning gaps are defined as the difference between where students are in their learning and where they should be. A gap is frequently caused by an obstacle (something that stands in the way of progress) or misconception (a mistaken thought, idea, or misunderstanding). Teachers need to be very aware of the learning gaps in their classrooms. To determine the learning gaps in students, the teacher must recognize where the student is and where the student is supposed to be. To determine where the student is in their learning, the teacher must go through assessments, observe the students, and look at past work. These aspects will help the teacher to realize where the student is. The Common Core and Essential Standards explain to us where the student should be depending on the grade level.
To address the learning gaps in the classroom, the teacher must anticipate the gaps ahead of time. You must plan what you, as a teacher, are going to do to address these gaps. You must also analyze the evidence of learning that was collected and documented. Looking to past work will help to determine where the student is and what you must do. The teacher must also adjust the instruction and provide descriptive feedback. Teachers need to be very flexible in regards to their lessons with learning gaps. They need to be able to change their lessons if they feel something is not working. Providing descriptive feedback will guide the students to where they are supposed to be in their learning. It will also help them to figure out how they can improve and what they can do. A formative assessment plan helps to determine what learning gaps the student might have and how you are going to address those gaps.
It is extremely important to anticipate obstacles and misconceptions in lessons. If the teacher is already aware of what my confuse the students, they will be able to address those confusions right away and not waste time. The teacher is able to clarify right away and not leave the students struggling. When you are planning your lessons it is helpful to identify strategies to address those obstacles and misconceptions. When you consider how you will address the issues ahead of time, you will be able to help students right away. You will not have to leave them wondering while you think of how to help them comprehend the concept. Also, thinking of strategies ahead of time will allow you to also think of more aspects that the students might struggle with during the lesson.
To address the learning gaps in the classroom, the teacher must anticipate the gaps ahead of time. You must plan what you, as a teacher, are going to do to address these gaps. You must also analyze the evidence of learning that was collected and documented. Looking to past work will help to determine where the student is and what you must do. The teacher must also adjust the instruction and provide descriptive feedback. Teachers need to be very flexible in regards to their lessons with learning gaps. They need to be able to change their lessons if they feel something is not working. Providing descriptive feedback will guide the students to where they are supposed to be in their learning. It will also help them to figure out how they can improve and what they can do. A formative assessment plan helps to determine what learning gaps the student might have and how you are going to address those gaps.
It is extremely important to anticipate obstacles and misconceptions in lessons. If the teacher is already aware of what my confuse the students, they will be able to address those confusions right away and not waste time. The teacher is able to clarify right away and not leave the students struggling. When you are planning your lessons it is helpful to identify strategies to address those obstacles and misconceptions. When you consider how you will address the issues ahead of time, you will be able to help students right away. You will not have to leave them wondering while you think of how to help them comprehend the concept. Also, thinking of strategies ahead of time will allow you to also think of more aspects that the students might struggle with during the lesson.
Thursday, October 4, 2012
Concerns about Formative Assessment
Formative assessment is something very new in the classroom and many teachers are trying to do their best to incorporate it in their lessons. Many teachers struggle with how to actually assess their students and finding time in the day to do it. There are a few things regarding formative assessment that concern me. One of the aspects being that I have enough variety with how I am formatively assessing the students. I do not want to just continue to use the same methods every time to assess the students. I know a decent amount of methods, however I want to make sure that I use as many as possible so that I can assess them in different ways. Another part of formative assessment that concerns me is that I make sure that I actually remember to use formative assessment. I am worried that I will get caught up in the lessons and what I am teaching and I will forget about the assessment part. I need to make sure that I know I need to assess every day during every lesson.
There are things I can do in the classroom to make sure I am addressing my concerns and fixing them. To make sure I am implementing enough variety regarding formative assessment I will have a list right on my desk for when I am making my lesson plans. Since I am aware of my concern I feel like I will make sure I am using enough variety in my lessons. I will have other people check over my lessons to make sure my assessments are varied and fit with the lesson. In regards to making sure I use formative assessment, I will put a specific space in my lesson for formative assessment. In that section, I will put exactly what type of formative assessment I will use as well as when I will use it. This way, when I am reviewing my lesson plans before I teach, I will be reminded to use the assessment.
There are things I can do in the classroom to make sure I am addressing my concerns and fixing them. To make sure I am implementing enough variety regarding formative assessment I will have a list right on my desk for when I am making my lesson plans. Since I am aware of my concern I feel like I will make sure I am using enough variety in my lessons. I will have other people check over my lessons to make sure my assessments are varied and fit with the lesson. In regards to making sure I use formative assessment, I will put a specific space in my lesson for formative assessment. In that section, I will put exactly what type of formative assessment I will use as well as when I will use it. This way, when I am reviewing my lesson plans before I teach, I will be reminded to use the assessment.
Wednesday, October 3, 2012
Understanding the CCSSO Definition of Formative Assessment
"Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to help students improve their achievement of intended instructional outcomes (CCSSO, 2008). Formative assessment should constantly be happening in the classroom. It is an action due to the fact that it is the teacher continually assessing the students throughout the day. It is not just a test that you hand the students. The teacher can verbally or non verbally assess the students. Either way, it is something that the teacher is continually doing. An example of a way to formatively assess would be to have the students working and talking in groups about a topic or concept. As the teacher, one would walk around and ask the students about points they were making or their opinions about the topic or concept. The teacher can walk around with a clipboard and simply put a check or minus next to the students name if it seems like the student understands what they are talking about. This way, the teacher can keep track of which students understands things and which students need some extra clarification.
There are four key words that are expressed in the CCSSO definition of formative assessment. Those four words are process, during, feedback, and students. These words are crucial to formative assessment. "Process" relates to formative assessment because it is a "process rather than a product" (McManus, 2008). This means that formative assessment is something that is done through activities, discussions, and throughout the lessons in general. Those aspects are processes. A product would be giving students a test to have them try to explain what they know. The whole process includes sharing clear learning targets and the criteria for success, eliciting evidence of learning during instruction, determining gaps in learning, providing student feedback, taking action to adjust instruction. "This is a continual process that occurs minute by minute, day by day" (Leahy, Lyon, Thompson, & William, 2005). "During" relates to formative assessment because it is supposed to happen as the instruction is going on. It is not meant to happen after instruction is taking place. Students are expected to make mistakes during instruction so that the teacher can clarify the students understanding right then and there. "Feedback" is crucial for formative assessment. "Feedback" aids students in the direction they are supposed to be going. Feedback is supposed to be descriptive, not evaluative. This means that instead of just telling a student they did an awesome job on an assignment, the teacher is supposed to explain to the student what they specifically did really well, specific things they can work on, as well as give some examples as to what they can try. This will allow the student to have higher level thinking and know what to target on their assignment. The descriptive feedback is related to the criteria for success. "Students" relates to formative assessment because "it is important for students to be engaged in their learning by participating in formative assessment" (MacManus, 2008). The students participation allows them a greater opportunity to answer the questions where am I going, where am I now, and how do I close the gap? The student needs to know what they can do in order to better their education and learning process.
Planning is absolutely crucial in regards to formative assessment. The teacher needs to know exactly how they are going to assess the students and what they are going to assess them on. Teachers need to plan this aspects out ahead of time. They also need to anticipate the mistakes the students might make. Becoming aware of the mistakes students might make will allow you to address those mistakes before they even happen. The teacher can also think as a student to grasp a better understanding of what might be going through their heads. Teachers need to know what the ultimate goal is. They can reach this goal by breaking it down and planning ahead and taking into consideration all of the aspects that go into that goal. Teachers need to know exactly what and how they are going to formatively assess so that they can guarantee that formative assessment in implemented during instruction every day.
There are four key words that are expressed in the CCSSO definition of formative assessment. Those four words are process, during, feedback, and students. These words are crucial to formative assessment. "Process" relates to formative assessment because it is a "process rather than a product" (McManus, 2008). This means that formative assessment is something that is done through activities, discussions, and throughout the lessons in general. Those aspects are processes. A product would be giving students a test to have them try to explain what they know. The whole process includes sharing clear learning targets and the criteria for success, eliciting evidence of learning during instruction, determining gaps in learning, providing student feedback, taking action to adjust instruction. "This is a continual process that occurs minute by minute, day by day" (Leahy, Lyon, Thompson, & William, 2005). "During" relates to formative assessment because it is supposed to happen as the instruction is going on. It is not meant to happen after instruction is taking place. Students are expected to make mistakes during instruction so that the teacher can clarify the students understanding right then and there. "Feedback" is crucial for formative assessment. "Feedback" aids students in the direction they are supposed to be going. Feedback is supposed to be descriptive, not evaluative. This means that instead of just telling a student they did an awesome job on an assignment, the teacher is supposed to explain to the student what they specifically did really well, specific things they can work on, as well as give some examples as to what they can try. This will allow the student to have higher level thinking and know what to target on their assignment. The descriptive feedback is related to the criteria for success. "Students" relates to formative assessment because "it is important for students to be engaged in their learning by participating in formative assessment" (MacManus, 2008). The students participation allows them a greater opportunity to answer the questions where am I going, where am I now, and how do I close the gap? The student needs to know what they can do in order to better their education and learning process.
Planning is absolutely crucial in regards to formative assessment. The teacher needs to know exactly how they are going to assess the students and what they are going to assess them on. Teachers need to plan this aspects out ahead of time. They also need to anticipate the mistakes the students might make. Becoming aware of the mistakes students might make will allow you to address those mistakes before they even happen. The teacher can also think as a student to grasp a better understanding of what might be going through their heads. Teachers need to know what the ultimate goal is. They can reach this goal by breaking it down and planning ahead and taking into consideration all of the aspects that go into that goal. Teachers need to know exactly what and how they are going to formatively assess so that they can guarantee that formative assessment in implemented during instruction every day.
Tuesday, August 28, 2012
Formative Assessment in the Classroom
Formative assessment is a type of assessment that is new in the classrooms. Many teachers are moving towards more formative assessment and trying to steer clear of the summative assessment. Formative assessment is part of the instructional process. Teachers assess while they are teaching. It is different from just handing out a quiz or test when a lesson is completed (which is summative assessment.) Due to formative assessment, teachers are able to more adequately adjust lessons and their teachings based on the students true needs. Students also get the opportunity to understand and assess themselves, as well as each other. This type of assessment allows students to peer assess and really help each other if some students might be lost. One of the biggest differences between formative and summative assessment is that formative assessment happens anytime after you remediate. It can happen at any time, at any point of a lesson. Summative assessment normally happens at the end. The EOG and EOC's are examples of summative assessment.
Formative assessment is very beneficial for the students and the teachers. I would absolutely use formative assessment in my classroom. After completing the self-reflection I have realized what some of my strengths and weaknesses are, as well as what I would like to improve upon regarding formative assessment. Going through the questions, I realized my biggest strengths is that I am able to share criteria for success with students effectively. I am able to explain to students what they have to do in order to do well. I am also strong at giving back descriptive feedback to students. I want students to succeed, and in order to do that they need to know how they can improve on their work, as well as what they did really well. My last strength is that I am able to teach students to ask questions about their work. It is crucial for students to be able to ask the proper questions in order to improve their work. I want students to feel comfortable asking questions, as well as asking the right questions. There are also some areas I would like to improve upon. One of my goals for formative assessment is to learn more of a variety of ways to self assess. I do not want to be repetitive, so therefore I need to learn about different ways to self assess. Another goal is to continually use formative assessment to gauge student learning. I do not want to just use formative assessment every once in a while. I want to use it very often so I, as well as my students, become accustomed to it. Just like I did, I would want my students set goals that they would like to meet by a certain time, and have them explain how they plan on meeting those goals. It is so important for the students and the teacher to set goals for themselves. There are numerous amounts of ways to integrate formative assessment into ones classroom. It takes time and real thought to make sure one is completing it properly. I look forward to learning about all the different ways to assess my students.
Formative assessment is very beneficial for the students and the teachers. I would absolutely use formative assessment in my classroom. After completing the self-reflection I have realized what some of my strengths and weaknesses are, as well as what I would like to improve upon regarding formative assessment. Going through the questions, I realized my biggest strengths is that I am able to share criteria for success with students effectively. I am able to explain to students what they have to do in order to do well. I am also strong at giving back descriptive feedback to students. I want students to succeed, and in order to do that they need to know how they can improve on their work, as well as what they did really well. My last strength is that I am able to teach students to ask questions about their work. It is crucial for students to be able to ask the proper questions in order to improve their work. I want students to feel comfortable asking questions, as well as asking the right questions. There are also some areas I would like to improve upon. One of my goals for formative assessment is to learn more of a variety of ways to self assess. I do not want to be repetitive, so therefore I need to learn about different ways to self assess. Another goal is to continually use formative assessment to gauge student learning. I do not want to just use formative assessment every once in a while. I want to use it very often so I, as well as my students, become accustomed to it. Just like I did, I would want my students set goals that they would like to meet by a certain time, and have them explain how they plan on meeting those goals. It is so important for the students and the teacher to set goals for themselves. There are numerous amounts of ways to integrate formative assessment into ones classroom. It takes time and real thought to make sure one is completing it properly. I look forward to learning about all the different ways to assess my students.
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