Formative Assessment Principles

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Formative Assessment Principles by Mind Map: Formative Assessment Principles

1. What is it anyway?

1.1. Formative assessment refers to assessment for learning.

1.2. Formative assessment is used in making decisions that affect teaching and learning in the short term future

1.3. Eg. A teacher might be planning to move on from a concept, but after observing that their students don't fully understand the topic the teacher would decide not to move on just yet.

2. 6 strategies and practices: Grades 1-12

2.1. 1. Learning goals

2.1.1. Teachers and students are on the same page about what is being learned. Goals are written in student-friendly language to that they understand what is expected of them.

2.2. 2. Success criteria

2.2.1. Students know what constitutes success in learning. Success criteria are written in student friendly language. The criteria inform the development of assessment tools. They can be co-constructed by teachers and students.

2.3. 3. Elicit info about student learning

2.3.1. Info should be gathered through a variety of strategies, and should be triangulated to include observation, student-teacher conversations, and student products. Strategies include: • designing tasks that provide students with a variety of ways to demonstrate their learning; • observing students as they perform tasks; • posing questions to help students make their thinking explicit; • engineering classroom and small-group conversations that encourage students to articulate what they are thinking and further develop their thinking.

2.4. 4. Descriptive feedback

2.4.1. Feedback helps to reduce the gap between student learning and the learning goals. Students know what is going well and exactly what they can do to improve. Feedback should be ongoing.

2.5. 5. Self and peer assessment

2.5.1. Shifts the responsibility for learning from teacher to student. Teachers model self assessment and peer assessment but applying success criteria and feedback. Teachers should explicitly plan opportunities for self and peer assessment.

2.6. 6. Goal setting

2.6.1. Students learn to create long and short term goals that are clear and realistic. Teachers help by giving feedback on goals and assisting students with tracking progress.

3. 6 strategies and practices: Kindergarten

3.1. 1. Noticing and naming learning

3.1.1. Teachers introduce language to students that they can use to describe their own learning. This serves as a vehicle for learning goals and success criteria. Students know what their learning 'looks like' and teachers support them in moving forward.

3.2. 2. Eliciting information about student learning

3.2.1. Teachers gather information about student learning through observations, conversations, and demonstrations of learning. Teachers analyze their documentation to determine the child's growth within the Kindergarten program.

3.3. 3. Descriptive feedback

3.3.1. Teachers provide descriptive feedback to help them understand what they're learning and inform where they go next. This helps students to learn the language of assessment.

3.4. 4. Self and peer assessment

3.4.1. Allows children to take ownership for their learning. Children can also identify where and how their own learning and the learning of their peers align with the learning goals.

3.5. 5. Goal setting skills

3.5.1. Teachers gradually release responsibility to students, moving towards independence. children learn to identify for themselves what they need to do to further their own learning.

3.6. Self regulation

3.6.1. This is assessed as part of the learning expectations. Self regulation skills are critical to success in Grades 1-12.

4. Strategies in Practice

4.1. At my placement (in Kindergarten) I most often see my associate teacher noticing and naming student learning. While the students play my associate teacher is actively moving between groups of children, watching their learning and discussing it with them. She also uses this time to elicit information from students about their learning and interests. She uses this information to inform the materials that are made available and the inquiries in the class. Watching these strategies in action reinforces that none of the 6 strategies happen in isolation. They happen in congruence to create a strong foundation of assessment for learning.