Differs from formative assessment, insofar as being a "constant reading" of students' ability and learning.
Contrast how summative assessment differs from formative assessment, insofar as being a "constant reading" of students' ability and learning. How can teachers apply formative assessment to guide instruction, and what could happen if a teacher fails to do so? What are some examples of formative assessment that can be used every day in your instruction? Cite at least one source to support your 300-word response.
Sample Solution
Formative assessment acts as a "constant reading" of students' ability and learning, unlike summative assessment, which is more of a final evaluation. It's like a doctor checking a patient's vital signs throughout an appointment to adjust treatment, rather than just giving a diagnosis at the end.
Teachers can use formative assessment to:
- Identify learning gaps: By constantly monitoring student understanding, teachers can pinpoint areas where students are struggling and address them immediately.
- Adjust instruction: Formative assessment provides valuable insights into the effectiveness of teaching strategies. If students aren't grasping a concept, teachers can modify their approach or provide additional support.
Full Answer Section
- Provide timely feedback: Regular feedback helps students understand their strengths and weaknesses, allowing them to improve their learning.
If a teacher fails to use formative assessment, they risk:
- Missing learning gaps: Students may fall behind without teachers realizing it, leading to bigger problems later on.
- Ineffective instruction: Teachers might continue using methods that aren't working, wasting valuable time and hindering student progress.
- Lack of student motivation: Without feedback and support, students may become discouraged and lose interest in learning.
Examples of everyday formative assessments include:
- Exit tickets: Short questions or tasks students complete at the end of a lesson to demonstrate their understanding.
- Think-pair-share: Students reflect on a question individually, discuss it with a partner, and then share their thoughts with the class.
- Quick polls: Teachers use hand signals or technology to gauge student comprehension of a concept.
By incorporating these strategies, teachers can gain a continuous understanding of their students' learning and adjust their instruction accordingly.
Source:
- Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
Formative Assessment | NSW Curriculum | NSW Education Standards Authority
Formative and Summative Assessments - Poorvu Center for Teaching and Learning |
Making adjustments when doing formative assessment - REL West