Beruflich Dokumente
Kultur Dokumente
HeritageM.,KimJ.,VendlinkskiT.,HermanJ.(2009).FromEvidencetoActiona
Seamlessprocessinformativeassessment?
EducationalMeasurement:Issues
andPractice
.Vol.28,No.3,pp.2431
Thisarticletouchedonhowmostteachers,afterformativeassessmenthasbeen
given,donotknowwhatthenextstepsareininstruction.Ilikehowthisarticle
speaksofalearningdomain.Thisdomaininvolvestheinstructionalsteps
leadinguptoanoutcome,theoutcomeitself,andsubsequentstepsafterthe
outcomehasbeenmet.Ithisthisisaclearindicationofhowateachercanview
formativeassessment.Whentheassessmentisnotunderstood,stepsto
reachingtheoutcomemustbetaught.Whentheassessmentisunderstood,
subsequentstepsmustbetaughtthatmayleadtothesubsequentoutcomeor
enrichmentofthepreviousoutcome.Thisarticlealsoemphasizestheuseofa
professionallearningcommunityandhowtheycanhelpwithcomingupwith
subsequentstepsofinstructionthathavebeenshowntoincreasestudent
achievement,afteraformativeassessmentisgiven.
Hernandezmartinezetal..(2011).Mathematicscourseworkasfacilitatorofformative
assessment,studentcentredactivityandunderstanding.
Researchin
MathematicsEducation
,13(2),197212.
Thisarticlebackedupwhyformativeassessmentiskeyinmathematics
instruction.Itwasshownthatmanyofthestudentsachievementhadimproved
afterformativeassessmentwasgivenandtheteacherwasthenabletotailorher
instructiontoeachstudentsneeds.Thestudentswereshowntohaveagreater
understandingoftheconceptsbeingtaught,motivationincreased,theteacher
differentiatedherinstructioninaccordancetothestudentsneeds,andfinallythe
assessmentstrategiesimplementedmettheneedsofallofthestudents.
Formativeassessmentwasshowntobeaspringboardforoverallbestteaching
practisesintheclassroom.
Hyunju,L,Feldman,A&Beatty,A.D.(2012).FactorsthatAffectScienceand
MathematicsTeachersInitialImplementationofTechnologyEnhanced
FormativeAssessmentUsingaClassroomResponseSystem.
Journalof
ScienceEducationandTechnology
,21(5),523539.
Thisarticlediscussesformativeassessmentinbothmathandsciencethatis
implementedviatechnologycalledTechnologyEnhancedFormativeAssessment
(TEFA).TEFAsmeritsweredeterminedthroughtwoextrinsicandthreeintrinsic
variables.FromreadingthisarticleIhavesolidifiedmythoughtsinthat
technologyhasaplaceintheclassroomwhenitopensdoorstopossibilities
childrenareunabletoaccessinanormalclassroom,but,thatbeingsaid,
formativeassessmentissomethingthatdoesnotrequiretechnologyinorderto
implement.Irealizethatalotofteachersaretryingtofindalmostshortcutsin
howtoimplementformativeassessmentbutIthinkthatagoodteacherdoesnot
requirerelianceontechnologyinordertodotheirjob.Formativeassessmentis
notachore,itisarequirementinbestpractiseandtheresearchhasstatedthis
overandoveragain.Iwouldnotrelyontechnologyinmyclassroomforthe
implementationofformativeassessment.
Mcintosh,M..E.(1997).Formativeassessmentinmathematics.
ClearingHouse
,71(2),
71.
Thisarticlewasaheadofitstimeinthatitdiscussedmeasuresintheclassroom
thatshouldhavebeenimplementedmuchsoonerthat2008.Theideathat
formativeassessmentshouldhaveaseamlessnessfromassessmentto
instructionreallyhithomewithme.Formativeassessmentdoesnothavetobea
sitdowntest.Itcanbesomethingaspassiveasobservationsmadeinthe
classroomwhilecentresarebeingused.Thisarticlealsojusttalksofthebasics
offormativeassessment,itstruemeaningwhichistoformorshapeateachers
instruction.Ifeltlikethisarticledidnotsugarcoatthenecessityofformative
assessmentforbetterteachinganditwasverypracticalinitsdeliveryof
information.
Phelanetal..(2011).DifferentialImprovementinStudentUnderstandingof
MathematicalPrinciplesFollowingFormativeAssessmentIntervention.Journalof
EducationalResearch,104(5),330339.
Ienjoyedthisarticlebecauseitsolidifiedtheneedforcollaborationinamongst
educationprofessionals.Whentheteachersmetinprofessionallearning
communitiestheachievementofthestudentsimproved.Thishasbeen
hypothesizedinmyprofessionallearningcommunityclasswithRayWilliamsbut
Ihadyettoreadtheresearchthatsolidifiesthesestatements.Whenteachers
cometogethertosharebestpractiseandwhathasworkedwellforthem,this
knowledgeimprovesthecollectivegroup.Accordingtothetheoryofcollective
intelligencethecollaborationofmindscanresultinagreaterintelligencethan
thatofjustasingleperson.
Ruthven,K.(1994).Betterjudgement:Rethinkingassessmentinmathematics
education.
EducationalStudiesinMathematics
,27(4),433450.
Thisarticlealmostshowstheresearchstepstakenpriortotheareaofformative
assessmenthasbeencreated.Theresearchersaretryingtofindastyleof
testingthatimprovesstudentachievement.Ienjoyedintheconclusionhowit
spokeofassessmentasbecomingnotusefulbuthabitual.Thiscommentlends
itselftothoughtsofteacherswhobasicallygothroughthesameformatof
teachingeveryyear,thoseteacherswhodonottailortheirinstruction
whatsoever,buthaveapremeditatedideaofwhattheywillbedoingeveryday
regardlessofthestudentsneeds.Thosetypesofteachersarebeingbroughtto
attentioninthisarticleandbasicallystatingthattheirteachingpractisessimply
arenotworking.Iamgratefulthateducationhascomesofarandthatweas
teachersaretrainedtonowseekoutbestpracticethroughformative
assessment,andprofessionallearningcommunities.
References:
HeritageM.,KimJ.,VendlinkskiT.,HermanJ.(2009).FromEvidencetoActiona
Seamlessprocessinformativeassessment?
EducationalMeasurement:Issuesand
Practice
.Vol.28,No.3,pp.2431
Hernandezmartinezetal..(2011).Mathematicscourseworkasfacilitatorofformative
assessment,studentcentredactivityandunderstanding.
ResearchinMathematics
Education
,13(2),197212.
Hyunju,L,Feldman,A&Beatty,A.D.(2012).FactorsthatAffectScienceand
MathematicsTeachersInitialImplementationofTechnologyEnhancedFormative
AssessmentUsingaClassroomResponseSystem.
JournalofScienceEducationand
Technology
,21(5),523539.
Mcintosh,M..E.(1997).Formativeassessmentinmathematics.
ClearingHouse
,71(2),
71.
Phelanetal..(2011).DifferentialImprovementinStudentUnderstandingof
MathematicalPrinciplesFollowingFormativeAssessmentIntervention.Journalof
EducationalResearch,104(5),330339.
Ruthven,K.(1994).Betterjudgement:Rethinkingassessmentinmathematics
education.
EducationalStudiesinMathematics
,27(4),433450.