Formative Assessment
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Publicado: 9 de enero de 2013
FORMATIVE ASSESSMENT
The concept and the process of formative assessment appeared for the first time in 1967 when Michael Scriven describe this type of evaluation as a gathering of information toassess the effectiveness of a curriculum and guide schools systems choices as to which curriculum to adopt and how to improve it.
In 1968 and 1971 the term had some other influences from Bloom,Thomas Hasting and George Madaus. They considered formative assessment as a tool for improving teaching-learning process.
Nowadays, the practice in a classroom is consider formative if the evidence aboutstudent achievement is elicited, interpreted and used by teachers, learners , or their peers , to make decisions about the next step in instruction that are likely to be better than the decisionsthey would have taken in the absence of the evidence that was elicited.
In an English as a second language classroom this type of evaluation includes all the activities that teachers and studentsundertake to get information (Feedback) that can be used diagnostically to alter teaching and learning. As an ongoing assessment it focuses on the process, it helps teachers to check the current status oftheir students’ language ability. It also gives chances to students to participate in modifying or replanning the upcoming classes.
Some examples of Formative assessment:
OBSERVATION.- The teachermonitors how students work together in groups or individually on a specific project and then takes notes on how students are performing and also whether or not modifications need to be made to theassignment.
WORKSHEETS.- These will be used as a means to gauge how well the student understands the material being covered.
JOURNALS.- Students write periodically their thoughts and feelings about howthey are progressing in class. This information gives the teacher a quick look at how effective a certain lesson plan was.
POP QUIZZES
PORTFOLIOS
DICUSSION
DIAGNOSTICS TESTS
The benefits of...
The concept and the process of formative assessment appeared for the first time in 1967 when Michael Scriven describe this type of evaluation as a gathering of information toassess the effectiveness of a curriculum and guide schools systems choices as to which curriculum to adopt and how to improve it.
In 1968 and 1971 the term had some other influences from Bloom,Thomas Hasting and George Madaus. They considered formative assessment as a tool for improving teaching-learning process.
Nowadays, the practice in a classroom is consider formative if the evidence aboutstudent achievement is elicited, interpreted and used by teachers, learners , or their peers , to make decisions about the next step in instruction that are likely to be better than the decisionsthey would have taken in the absence of the evidence that was elicited.
In an English as a second language classroom this type of evaluation includes all the activities that teachers and studentsundertake to get information (Feedback) that can be used diagnostically to alter teaching and learning. As an ongoing assessment it focuses on the process, it helps teachers to check the current status oftheir students’ language ability. It also gives chances to students to participate in modifying or replanning the upcoming classes.
Some examples of Formative assessment:
OBSERVATION.- The teachermonitors how students work together in groups or individually on a specific project and then takes notes on how students are performing and also whether or not modifications need to be made to theassignment.
WORKSHEETS.- These will be used as a means to gauge how well the student understands the material being covered.
JOURNALS.- Students write periodically their thoughts and feelings about howthey are progressing in class. This information gives the teacher a quick look at how effective a certain lesson plan was.
POP QUIZZES
PORTFOLIOS
DICUSSION
DIAGNOSTICS TESTS
The benefits of...
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