Scribd
Upload
40 views10 pages

Formative Assessment

Chapter 9 focuses on formative assessment techniques and tools, highlighting methods such as response cards, hand signals, and game-based learning. It emphasizes the importance of self-assessment and scoring rubrics in enhancing student engagement and understanding. Additionally, various strategies for formative assessment, including questioning techniques and creative projects, are presented to help teachers gauge student comprehension effectively.

Uploaded by

joselito.ladesma
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
40 views10 pages

Formative Assessment

Chapter 9 focuses on formative assessment techniques and tools, highlighting methods such as response cards, hand signals, and game-based learning. It emphasizes the importance of self-assessment and scoring rubrics in enhancing student engagement and understanding. Additionally, various strategies for formative assessment, including questioning techniques and creative projects, are presented to help teachers gauge student comprehension effectively.

Uploaded by

joselito.ladesma
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 10

Chapter 9:

Formative
Assessment
Learning Outcomes
At the end of the Chapter, the student should be able to:
⚫Cite appropriate techniques and tools for formative
assessment;
⚫ Use appropriate techniques and tools for formative
assessment;
⚫ Explain how scoring rubrics can facilitate formative
assessment and
⚫ Reason why out self-assessment is an important feature of
formative assessment.
Techniques for Formative
Assessment
Here are some techniques given by Fisher and Frey (2007)
that teachers can use while teaching to check on student’s
understanding:
1. Responds card – these are either printed or write on
cards. Pre-printed cards have responses on them such as
“Yes or No”.
2. Hand signals – examples ate “thumbs up” means “ I
understand and can explain it”; “thumb sideways” means
“I’m not completely sure about...”; “thumbs down” means
“I don’t understand”.
3. Games – game based learning and gamified instruction
are two emerging teaching-learning practices to drive
learning. Game-based learning makes use of a game of
Games for Formative Assessment
Here are some games specifically suited for formative assessment to try in your classroom (Cassie, J.
2018, p.59)
a. Socrative( www.socrative.com, free and paid options) – it is a classroom – engagement app that
provides games and other activities for students.
b. Kahoot (www.kahoo.com, free and paid options) – it’s a mobile application that allows teachers
to construct homework assignments almost as though they were video game-type quest. The app
also has a feature where teachers can write their own games and make them available to
students with an access code.
c. Quizlet (www.quizlet.com, free) - this app allows educators to convert data-gathering into a
gamified form that they can use to inform their teaching practice.
d. Quizizz (www.quizizz.com, free) – this let’s teachers monitor the results of students work as they
do it. The app lets students progress at their own pace throughout the game.
e. Quizazile (www.quizazile.com, free and paid options) – it provides the same kinds of quizzes
and assessments as other similar tools, but it also let’s you track the work of individual students
at a granular level.
f. Plickers (available at App Store or Google Play, free) – this formative assessment tool uses a
series of abstract cards that the teacher photographs using a mobile device. The program then
analyzes the data and presents the teacher with individualized reports of student success.
Self-assessment in Formative Assessment
Self-assessment is aligned with the principle of learner agency which means that
learning involves the activity and the initiative of the learner, more than the inputs that
are transmitted to him/her by the teacher. With learner agency, are self-regulated
learners who engage in self-monitoring and self-evaluation. Self-regulated learners
continually monitor their progress toward learning outcomes. Self-regulated learners
determine whether they attained the intended learning outcomes which they have
made as their very own learning outcomes.
So it’s best that students get actively involved to assess their learning to determine
how they are progressing. This can increase their self-confidence and motivation to
learn. (Davis and McGowen, 2007).
Scoring Rubrics and Formative Assessment
In formative assessment, teachers give feedback. These feedbacks ate made more
specific when they are based on rubrics which enumerate the criteria and describe the
expected student’s performance (process and product). Scoring rubrics especially
analytic rubrics are, therefore, a good framework for feedback. (Brookhart, 2013).
Analytic rubrics are of great help to students in assessing their own progress.
Additional Formative Assessment Strategies
• Below are formative assessment strategies from Watanabe’s
book on Mindful Assessment: The 6 Essential Fluencies of
Innovative Learning (2016) for you to try out:

ACTIVITY HOW IT IS DONE


1. Round Robin Charts The teacher passes charts among
groups to assess understanding. Each
group of 4 or 5 students begins with a
chart and some markers. The group
records an answer to an open-ended
question. They can also share the
knowledge they have on a topic covered
in class. Once the students finish the
chart, they pass it on to the next group.
When every group has worked on every
chart, responses are discussed as a
class.
2. Questioning Strategies Questioning strategies may be used with
individuals, small groups, or the entire
class. Effective formative assessment
strategies involve asking students to
answer higher-order questions such as
"why" and "how." With the students'
answers, the teacher discerns the level
and extent of the students' understanding.
3. 3-Way Summaries Students can work in groups or
individually. In response to a question or
topic inquiry, they write three different
summaries
• 10-15 words long
• 30-50 words long
• 75-100 words long
Teachers can have students use Twitter
with which most students are already
familiar.
4. Think-Pair-Share The teacher asks a question, and students
write down their answers. Students are
then placed in pairs to discuss their
responses. The teacher moves around the
classroom and listens to various
discussions then lets them share their
5. 3-2-1 Countdown The teacher requires students to respond to three
separate statements at the end of the lesson.
• 3 things you didn't know before
• 2 things that surprised you about this topic
• 1 thing you want to start doing with what you've
learned
Teachers can ask other questions or ask students to
write questions about the topic they want to ask.
6. One-minute Paper One-minute papers are usually done at the end of the
day. Students can work individually or in groups
here. They must answer a brief question in writing.
Typical questions posed by teachers center around:
• Main point
• Most surprising concept
• Questions not answered
• Most confusing area of a topic
7. Exit/Admin Tickets Exit tickets are small pieces of paper or cards that
students give to the teacher as they leave the
classroom. Students write down one main idea that
they learned that day.
Admit tickets are answers to a question or homework
on a past lesson written in small pieces of paper or
cards that students are required to submit as they
enter the class.
8. Creative Extension Projects The teacher asks students to come
up with simple projects to
demonstrate comprehension. These
don't have to be big and complicated.
They can take a day, a half-day, or
even an hour. Here are examples of
quick projects:

• Create a poster or collage


Top of Form Bottom of Form illustrating the subject matter
• Record a rehearsed skit or podcast
discussing the topics covered
• Build a diorama about the subject
and create a narrative behind it
• Let students design their own
flashcards to test each other with
• Keynote presentations made by
students on the topic
THANK YOU!

You might also like