Formative Assessment Help teachers make adjustments that will help ensure students achieve, standard-based learning goals within a set time frame, as soon as they see the understanding of the students.1 Four main point for formative assessment according to research, which include questioning, feedback through grading, peer- and self-assessment, and formative use of summative test.2 1 Garrison, C. & Ehringhaus, M. Formative and summative assessments in the classroom. National Middle School Association. (Accessed 6/25, 2007). http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx 2 Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan. (86, 1); pp. 8-21. http://aim.psch.uic.edu/documents/BlackWrkBlBox.pdf Power Point by: Meiling Dang, Raul Hinojosa EPCMI Go Warriors!!!!

Questioning Preparing questions allows an opportunity for deeper thinking and provides teachers with significant insight into degree of understanding.1 Helping Students ask better questions is another aspect of this formative assessment strategy.1 Wait time has to be increased to several seconds to give the students time to think and everyone should be expected to contribute to discussion.2 Follow-up activities have to be rich, in that they create opportunities to extend students’ understanding.2 1 Garrison, C. & Ehringhaus, M. Formative and summative assessments in the classroom. National Middle School Association. (Accessed 6/25, 2007). http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx 2 Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan. (86, 1); pp. 8-21. http://aim.psch.uic.edu/documents/BlackWrkBlBox.pdf

Feedback Through Grading One of the key concepts of engaging students in the assessment of their own learning is providing them with descriptive feedback as they learn.1 Written tasks, alongside oral questioning, should encourage students to develop and show understanding of the key features of what they have learned.2 Comments should identify what has been done well and what still needs improvement and give guidance on how to make that improvement.2 Opportunities for students to respond to comments should be planned as part of the overall learning process.2 1 Garrison, C. & Ehringhaus, M. Formative and summative assessments in the classroom. National Middle School Association. (Accessed 6/25, 2007). http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx 2 Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan. (86, 1); pp. 8-21. http://aim.psch.uic.edu/documents/BlackWrkBlBox.pdf

Peer- and Self-Assessment Students need to be involved both as assessors of their own learning and as resources to other students.1 Students should be taught the habits and skills of collaboration in peer assessment, both because of intrinsic value and because peer assessment can help develop the objectivity required for effective self-assessment.2 Students should be encouraged to keep in mind that aims of their work and assess their own progress toward meeting these aims as they proceed. Then they will be able to guide their own work and become independent learners.2 1 Garrison, C. & Ehringhaus, M. Formative and summative assessments in the classroom. National Middle School Association. (Accessed 6/25, 2007). http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx 2 Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan. (86, 1); pp. 8-21. http://aim.psch.uic.edu/documents/BlackWrkBlBox.pdf

Formative use of Summative Test When a comprehensive assessment program at the classroom level balances formative and summative student learning/achievement information, a clear picture emerges of where a student is relative to learning targets and standards. Students can be engaged in a reflective review of the work they have done to enable them to plan their revision effectively. Students can be encouraged to set questions and mark answers so as to gain an understanding of the assessment process and further refine their efforts for improvement. Students should be encouraged through peer assessment and self-assessment to apply criteria to help them understand how their work might be improved. 1 Garrison, C. & Ehringhaus, M. Formative and summative assessments in the classroom. National Middle School Association. (Accessed 6/25, 2007). http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx 2 Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan. (86, 1); pp. 8-21. http://aim.psch.uic.edu/documents/BlackWrkBlBox.pdf