BEST PRACTICE
What is Best Practice when it comes to Formative Assessment?
I asked teachers to "describe 'best practice' when it comes to Formative Assessment". Based on my research teachers had clear ideas on what best practice in terms of Formative Assessment means in their classrooms;
"Feedback in the moment"
"Directed straight to student learning"
"Identifying next learning steps"
"Using it soon after a task." "Consistency"
"Useful" "Ongoing"
"Worthwhile"
"Using a range of tools that are learning specific."
"Formative assessment should occur on a regular basis."
"Doing something with the information."
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What contributes to effective
Formative Assessment?
I asked both teachers and student teachers this question, as you read through you will notice that each point is is an important element in effective formative assessment. Research proved that many things make formative assessment effective, it is not just one element. Below are some quotes direct from teachers;
"Consistency"
"The relationship between the teacher and the learner."
"Students who understand the task and the purpose behind it."
"Verbal feedback and feed-forward."
"Constant communication about the progress students are making and what they can do to succeed."
"The most important factor that makes formative assessment effective is the feedback given to the child to enhance learning."
"Clear learning intentions at the planning stage."
"Knowing your learners."
"Constantly assessing student needs and progress."
"Ensuring the process is ongoing."
(These are all important aspects to consider when implementing Formative Assessment.)
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IMPROVING LEARNING THROUGH
ASSESSMENT
Research indicates that improving learning through assessment depends on five key factors:
1. The provision of effective feedback to pupils.
2. The active involvement of students in their own learning.
3. Adjusting teaching to take account of the results of assessment.
4. A recognition of the profound influence assessment has on the motivation and self-esteem of pupils, both of
which are crucial influences on learning.
5. The need for pupils to be able to assess themselves and understand how to improve.