Presentation on theme: "Formative Assessment Session One- Introduction. To Test or Not to Test?...that is the question! By: Lora Drum and Alycen Wilson ?"— Presentation transcript:
Formative Assessment Session One- Introduction
To Test or Not to Test?...that is the question! By: Lora Drum and Alycen Wilson ?
That’s not the real question… T he real question is… Why do we test? Why use formative assessments?
If Formative Assessment was a thing, what would it look like? Decide on a metaphor. Draw it.
What do you think………….?
“Of greatest importance.. is that we acknowledge the key role of the learner in the assessment- learning connection.” Dr. Richard Stiggins, Five Myths and Their Consequences 1
"When teachers substituted comments for grades, students engaged more productively in improving their work." Black et al
"We have almost completely neglected classroom assessment in our obsession with standardized testing.” Dr. Richard Stiggins, Five Myths and Their Consequences 3
"Comments directed to the quality of the work--what was done well and what needs improving- increase student interest in the task and level of achievement." Butler,
"Effective learners operate best when they have insight into their own strengths and weaknesses and access to their own repertories of strategies for learning." Brown
“In reality it is through classroom assessment that attitudes, skills, knowledge and thinking are fostered, nurtured and accelerated or stifled.” Haynes,
"The giving of marks and the grading function are overemphasized, while the giving of useful advice and learning function are underemphasized." Black and Wiliam,
“Over time, students move forward in their learning when they can use personal knowledge to construct meaning, have skills of self- monitoring to realize that they don’t understand something, and have ways of deciding what to do next.” Earl, Lorna. (2003). Assessment As Learning: Using classroom assessment to maximize student learning 8
What Are The Key Words? Formative assessment is a process used by teachers and students, during instruction, that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
What is Our Goal? To provide evidence that will guide and inform daily instruction To actively involve all students in the teaching/learning process To narrow the achievement gap between low and high achievers