Formative assessment allows feedback to be provided to both the student and the teacher to develop the teaching and learning of all involved (Venville & Dawson 2004).. There are five conditions, according to William (1998) in order for an assessment to be formative, including the following:
1. A system to determine the current achievement of students
2. The desired level of achievement to be achieved
3. Comparison between the two levels in order to identify the gap
4. The teacher informs students on how to close the gap through information, prompts and scaffolds.
5. The gap is closed by students using the information.
Formative assessment is an effective strategy to improve learning in students and is significantly enhanced when the teacher provides quality feedback. The feedback supplied to students should be of comments that indicate what the student is doing well and needs improvement with some degree of how to improve their work (Venville & Dawson 2004).
http://weblink.scsd.us/~henninger/PDF/fas.pdf and http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html both provide a wide range of ideas and strategies to implement formative assessment into the classroom.
One method that could be used from these two sources is the Exit/Admit slip. This could be used both before and after the lesson to respond to questions asked by the teacher. This method allows for the identification of students who have the understanding and those needing extra support, or for the teacher to adjust their teaching method and strategies. Used prior to the lesson the previous days lesson can be reviewed. IN relation to Module 9.2 Maintaining a Balance and this method realistically any component can be analysed in this strategy form. From outlining the needs of oxygen in living cells to distinguishing between active and passive transport. Any piece of content, preferably one of a smaller building block, can be tested.
A second Method that would be beneficial is the inside out circle method. Here students, in pair, form a circle and face each other. They will have come up with questions based on that lessons topic/content and ask one another for the answers. Students move around the circle and this also acts as a form of peer assessment. Again this form of assessment can be used throughout the module of 9.2 and the biology course.
9.2.2 compare the structures of arteries, capillaries and veins in relation to their function could undergo formative assessment with getting students to draw and label the distinguishing features between them. Alternatively, a table to compare the three and features including:
Feature | Arteries | Veins | Capillaries |
No. of layers in the wall | |||
Middle layer thickness | |||
Elasticity | |||
Pressure of blood transport | |||
Lumen size | |||
Valves or no valves | |||
Where is blood transported? |
i thought it was interesting that William (1998) listed no 5 as 'the gap is closed by students...' i wonder if this actually happens in class due to time restrictions and does this mean that accoring to him, formative assessment has not taken place if this has not been done. my understanding of what he is suggesting is that after feedback has been given, students are given the time to revise/modify their answers/diagrams/responses. not sure what you're take on that was. \
ReplyDeletethe site www.assessmentforlearning.edu.au also provides some some broad categories of types of formative assessment. they divide them up into strategic use of questioning, effective feedback, peer feedback, student self assessment and using summative assessments in a formative way. it has some good links to explain these further.
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