Analysis of Formative Assessment

 

Analysis of Formative Assessment

Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan

 

Formative assessment is a structured, ongoing process of evaluations of students' learning and understanding that take place during the learning process rather than after it. This feedback is utilized by teachers to enhance their instruction and by students to improve their learning. To help students better understand the disciplinary learning objectives and inspire them to become autonomous learners, it is primarily used to collect and analyze evidence of student learning (CCSSO, 2023). It is now regarded as an essential component of the teaching and learning process rather than as a separate activity that comes after a teaching phase. To help students address learning gaps, it includes classroom interactions, questioning, scheduled classroom activities, and feedback (Looney, 2011). Formative assessments are used to track student development and inform instructional decisions so that instructors can give students individualized feedback, modify their delivery methods, and support learning objectives. Compared to summative exams, which evaluate student learning after a learning session or unit, they are often less formal and have lower stakes. In this essay, formative assessment is discussed, with an emphasis on why it is formative for students and teachers alike.

Analysis of the statement: "Formative assessments are more formative for teachers than for students."

According to the way formative assessments provide the result, "Formative assessments are more formative for teachers than for students". This is because formative assessments can give teachers more information to help them guide their instruction and make adjustments in real-time against some standard or benchmark (Carnegie Mellon University, n.d.). In other words, it assists teachers in identifying areas where students are having difficulty so they can modify their lessons. It is a continuous process of evaluating student learning and understanding. According to Looney (2011), during the process, teachers can learn about students' thinking through observation, review of written work products and portfolios, student presentations and projects, interviews, tests, and quizzes. Through these methods, teachers can recognize patterns in students' thinking and problem-solving over time and in various contexts. Teachers make use of feedback to direct their lessons. Because of this, teachers can spot and correct misconceptions as they arise and modify their lessons to make sure that all students are progressing in line with the learning objectives (SanBdoCitySchools, 2015). Additionally, it emphasizes teachers' accountability by helping them to become more aware of assessment responsibilities and their evaluation as well as using the data to develop knowledge of what works in terms of policy and practice to advance their expertise (Looney, 2011).

For example, a teacher can provide a multiple-choice test to gauge the level of student comprehension of a specific subject. The teacher might then apply the findings to guide instruction in the subsequent lesson by concentrating on particular topics where many students had difficulty. This formative evaluation lets the teacher make informed judgments about the instruction, but the student just receives a score. As a result, it is more formative for the teacher than it is for the student. On the other hand, a teacher can also make necessary educational adjustments based on the results of class discussions, tests, and other informal assessments. Although formative evaluations give students quick feedback and allow them to modify their learning depending on the results, the main goal is to guide the teacher's instructional choices.

Analysis of the statement, "Formative assessments are formative for students."

The statement, "Formative assessments are formative for students" is also based on how they help students reach their goals since formative evaluations benefit students by giving them ongoing feedback on their learning progress and assisting them in identifying areas where they may improve. Students can modify their study techniques and routines in real time using this knowledge, which improves their chances of succeeding on subsequent exams. Looney (2011) asserts that since feedback from teachers and peers focuses on the learning process rather than the final products, it is most effective when it is timely, connected to criteria regarding expectations, and includes specific suggestions for how to improve future performance and meet learning goals. It allows students to scaffold the information in feedback to satisfy their needs and advance to the next level.

For example, to assess student comprehension, a teacher in a math class would administer a quiz following each lecture. The results of these tests are then used by the teacher to modify their instruction and improve the comprehension of students. Based on the findings of the formative evaluation, the teacher may offer more examples, explanations, or practice problems. To make sure that every student is grasping the concepts and moving closer to their learning objectives, this procedure can be performed numerous times throughout the unit.

Conclusion

In conclusion, formative assessment can be used in a variety of ways and enables teachers and students to track advancement toward accomplishing learning objectives. When students comprehend that the objective is to boost learning rather than apply final grades, it might even strengthen their capacities to take ownership of their learning (Formative and Summative Assessments, 2021). The formative evaluation aims to keep track of student learning and offer continual feedback that both students and teachers can utilize to enhance their instruction.

 

 

References

CCSSO. (2023, February 3). Revising the Definition of Formative Assessment. https://ccsso.org/resource-library/revising-definition-formative-assessment

Carnegie Mellon University. (n.d.). Formative vs Summative Assessment - Eberly Center.  Carnegie Mellon University. https://www.cmu.edu/teaching/assessment/basics/formative-summative.html

Formative and Summative Assessments. (2021, June 30). Poorvu Center for Teaching and Learning. https://poorvucenter.yale.edu/Formative-Summative-Assessments

Looney, J. (2011). Integrating formative and summative assessments: progress towards a seamless system. OECD Education Working Papers No. 58. https://files.eric.ed.gov/fulltext/ED529586.pdf

SanBdoCitySchools. (2015, December 4). Formative assessments: using feedback to guide instruction [Video]. YouTube. https://www.youtube.com/watch?v=Ecp5tFwXA_M