Formative Assessment Techniques

Formative Assessment Techniques

Below are the Seven Strategies of Assessment for Learning.  Reflect on those suggestions and select two of them to discuss.

  1. What do you perceive to be the strengths of each technique?
  2. What do you perceive to be weaknesses of each technique?
  3. Provide an example from your own teaching of effective feedback you have provided to a student and what made the feedback effective.

Strategy 1: Provide a clear and understandable vision of the learning target”:

◦Develop a set of kid friendly learning targets based on standards.

◦Ensure students understand the learning target.

◦Connect activities and assessments with the learning target:  Why are we doing this activity? What are we learning?

“Strategy 2: Use examples and models of strong and weak work”:

◦Select exemplars of strong work that match the learning targets.

◦Help students sort through what is strong and weak models (use only anonymous work).

◦Ask students to justify their judgement using the learning targets / rubric.

“Strategy 3: Offer regular descriptive feedback during the learning”:

◦Offer feedback on formative work based on students’ strengths and weaknesses in relation to a learning target.

◦Offer students opportunities to act on the feedback before a summative.

◦Model self-assessment so students learn to identify “Where am I now?” in relation to “Where do I need to be?” , pointing to a way to “How can I close the gap?”.

◦Involve students as peer-feedback givers.

“Strategy 4: Teach students to self-assess and set goals for next steps”:

◦Teach students how to be accurate self-assessors (need Strategy 1)

◦Give students practice on identifying strengths and weaknesses on a variety of examples (Strategy 2)

◦Give students exposure to feedback that models self-assessment: What have I done well? Where do I need to continue working?

“Strategy 5: Use evidence of student learning needs to determine next steps in teaching”:

◦Make instructional changes based on checks for understanding.

◦Develop a repertoire of approaches to diagnose the type of learning needs in preparation for addressing them.

“Strategy 6: Design focused instruction, followed by practice with feedback”:

◦Narrow the focus of a lesson to address identified needs (scaffolding).

◦Build competency by addressing one component of quality of a learning target at a time, if applicable.

◦After addressing the needs, let students practice and get better before grading.

◦Give students opportunities to revise work based on feedback just on that area of need, narrowing the volume of feedback you give.

“Strategy 7: Provide opportunities for students to track, reflect on, and share their learning progress”