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Study of Studies: Formative Assessment,[object Object],Ryan Graham,[object Object]
Formative vs. Summative Assessment,[object Object],Formative Assessment,[object Object],Is any assessment which provides feedback to the teacher for the purpose of improving instruction. ,[object Object],(Association for Supervision and Curriculum Development, 1996),[object Object],Summative Assessment,[object Object],A culminating assessment, which gives information on student’s mastery of content. ,[object Object],(ASCD, 1996),[object Object]
Why formative assessment?,[object Object],“Empirical studies have shown the effectiveness of formative assessment for students, and recent theoretical work indicates that the positive feedback aspect of formative assessment stimulates self-regulation and transformation, processes that are regarded as critical to developing intelligence.”,[object Object],“When teachers understand what students know and how they think, and then use that knowledge to make more effective instructional decisions, significant increases in student learning occur.”,[object Object],(Davis & McGowen, 2007),[object Object]
Why formative assessment?,[object Object],“Firm evidence shows that formative assessment is an essential component of classroom work and that its development can raise standards of achievement.”,[object Object],(Black & Wiliam, 1998),[object Object],“Reviews of research have demonstrated that substantial learning gains are possible when teachers introduce formative assessment into their classroom practice”,[object Object],(Wiliam, Lee, Harrison, & Black, 2004),[object Object]
Categorizing formal assessment,[object Object],ASSESSING MATHEMATICAL CONTENT KNOWLEDGE,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Use rich questioning ,[object Object],Have students write test questions.,[object Object],“There is a substantial body of evidence that classroom learning is enhanced considerably by shifting from asking questions to making statements.”               (Wiliam 1999),[object Object],EX.  Instead of asking “Is a square a rectangle?”  Make the statement “A square is always a rectangle.  Explain why.”,[object Object]
Dialogue and Feedback,[object Object],“Successful teaching and learning is about dialogue and feedback.” (Callingham, 2008),[object Object],Find a task or activity that engages students. ,[object Object],Provide feedback with two pieces of information:,[object Object],An affirmation of what they can currently do ,[object Object],What they need to do next to improve their understanding,[object Object]
Dialogue and Feedback,[object Object],“Feedback has to be tailored to the student and the context, and there is no simple set of instructions that can be followed to ensure that it always provides a positive result.” (Callingham, 2008) ,[object Object],Remember that every student is an individual and every student learns differently.  What works for one student may not work for another. ,[object Object]
Student Self-Assessment,[object Object],The teacher must share criteria with the students so that they know where it is they need to be.  (a goal to reach for),[object Object],Students need to monitor their own progress towards that goal.,[object Object]
Formative Assessment,[object Object],Formative assessment isn’t an adding piece to the curriculum,[object Object],It is something that teachers need to be doing everyday within their teaching,[object Object]
Formative Assessment,[object Object],Is there evidence that improving formative assessment raises standards?,[object Object],YES,[object Object],Is there evidence that there is room for improvement?,[object Object],YES,[object Object],Is there evidence about how to improve formative assessment?,[object Object],YES,[object Object]
Bibliography,[object Object], ,[object Object],Boston, C. (2002). The Concept of formative assessment. Practical Assessment, Research & Evaluation, 8(9), Retrieved from http://PAREonline.net/getvn.asp?v=8&n=9,[object Object],Callingham, R. (2008, September 22). Dialogue & feedback assessment in the primary mathematics classroom. Australian Primary Mathematics, 13(3), 18-21.,[object Object], ,[object Object],Davis, G.E., & McGowen, M.A. (2007). Formative feedback and the mindful teaching of mathematics. Australian Senior Mathematics Journal, 21(1), 19-29.,[object Object], ,[object Object],Heritage, M., Kim, J., Vendlinski, T. , & Herman, J. (2009). From Evidence to action: a seamless process in formaative assessment?. Educational Measurement: Issues and Practice, 28(3), 24-31. ,[object Object], ,[object Object], ,[object Object], ,[object Object]
Bibliography,[object Object],Lawson, D. (1999). Formative assessment using computer-aided assessment. Teaching Mathematics And Its Applications, 18(4), 155-158.,[object Object], ,[object Object],McIntosh, M.E. (1997, November/December). Formative assessment in mathematics. Clearing House, 71(2), 92-99.,[object Object], ,[object Object],Wiliam, D. , & Black, P. (1998, October). Inside the black box: raising standards through classroom assessment. Phi Delta Kappa, 1-13.,[object Object],Wiliam, D. (1999). Formative assessment in mathematics part 1: rich questioning. Mathematics and Special Educational Needs, 5(2), 15-18.,[object Object]
Bibliography,[object Object],Wiliam, D. (2000). Formative assessment in mathematics part 3: the learner's role. Mathematics and Special Educational Needs, 6(1), 19-22.,[object Object], ,[object Object],Wiliam, D., Lee, C., Harrison, C., & Black, P. (2004). Teachers developing assessment for learning: impact on student achievement. Assessment In Education, 11(1), 49-65.,[object Object]
Study of studies
Study of studies
Study of studies
Study of studies

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