La Consolacion University Philippines

City of Malolos, Bulacan | SY 2018 – 2019

GRADUATE SCHOOL

The Concept of
Formative
Assessment
MR. JHOSELLE TUS
Ph.D in Educational Psychology
Learning Guide:
 Assessments
 Understanding the Purpose
 Assessment Spectrum
 Summative
 Benchmark / Interim
 Formative
 Benefits of Formative Assessment
 Formative Assessment Process
 Keys to Effective Formative Assessment
 References
Assessment

A process of collecting evidence

to make informed decisions.
Assessment
“Assessment is crucial to move from opinions to
informed action” (National Research Council, 2001).
• Educators, students, families, community members, and
policy makers use assessment evidence to make informed
decisions about student learning, curriculum, instruction,
resources, professional development, accountability, and
policies.
• No single assessment measure, tool, or practice can
provide the information needed to make all these
decisions. So, we use a balanced system with a variety of
assessments that work together.
Understanding the Purpose
Determine what evidence is required and strategically
select the type of assessment that will provide that
information.
Chappuis, et al (2012)
There are 3 questions we need to ask to decide what
assessment to use:
1. Who is going to use the information?
2. How will they use it?
3. What information, in what detail, do they need?
Assessment Spectrum
Assessment Spectrum (continued)

Assessments can be used summatively or formatively.

 Assessments used summatively provide
information after instruction and learning
o End of unit classroom tests
o Final project
• Assessments used formatively provide information during
instruction and learning.
o Learning journals
o Observations of small group discussions
o Rubrics
Summative Assessments
• Renders a judgment after the conclusion of
instruction and learning, and, as the spectrum
showsed, can occur at the system or classroom level.
• Assessment of learning (Chappuis, et al, 2012)

Large-scale, standardized summative assessments

are designed to:
• Broadly measure student achievement
• Support evaluative judgments on the overall
impact and effectiveness of educational programs
at the end of the course, the study or the end of
the school year.
Formative Assessment is…

…the planned, continuous process

teachers and students use to reveal
learning, analyze learning, and
adjust instruction and learning
strategies to enhance students’
achievement of intended outcomes.
Formative Assessment
A purposeful process that requires planning and preparation
before instruction and learning begin.
Focus on thoughtful planning and reflection
Evidence helps teachers adjust instruction and helps students
adjust their learning strategies to enhance achievement.

• Classroom-based
• Supports learning while learning occurs (Linquanti, 2014)
• Assessment for learning (Chappuis, et al, 2012)
• Real-time use of evidence by teachers and students to
propel progress forward
Formative Assessment
 Benefits of
Formative Assessment
Benefits of Formative Assessment
Increased
Learning Gains Increased
Especially for Feelings of
Low Achieving Development of Confidence and
Students Interpersonal and Control
Intrapersonal
Skills Encourages
Raises Overall Growth Mindset
Achievement
Increases
Student Develops Deeper
Motivation Learning
Increased Time
on Task
Formative Assessment Process
Learning Progression Guided by
Formative Assessment

Content based on Iowa Department of

Education
Formative Assessment Process
 Clarify the Learning
 Determine learning goals and criteria for success for the lesson/unit/etc.
 Identify outcomes and measures of success
 Answers the question “Where am I going?”

 Elicit Evidence of Learning

 Examples include:
• Pre-assessment
• Rich learning tasks*
• Exit tickets
• Individual white boards
• Ungraded quizzes
• Concept maps • Journals
• Graphic organizers • Learning logs
• Interview • Fishbowl
• Presentations • Observations
• Focused questions*

 Peer and self-assessment*

Formative Assessment Process (continued)

 Interpret Evidence*
 Answers the question “Where am I now?”
 Not a single event
 Interpreted in the formative assessment process on an
ongoing basis throughout instruction.

 Respond to Evidence
 Use actionable feedback to plan how to move learning forward
 Answers the questions “Where to next?” and “How do I get
there?”

 Close the Gap

 Eliciting, interpreting, and responding to evidence, teachers
and students maximize opportunities for students to
successfully achieve the learning outcomes
 As one gap closes, teachers, and students create new learning
goals renewing the formative assessment process.
 Keys to Effective
Formative Assessment
Keys to Strong Formative Assessment
 Identify and communicate clear learning goals and success criteria.
Ensure students understand where they are going.
 Plan for and elicit evidence of learning during instruction.
 Interpret the evidence to identify where students are in relation to the
learning goals and success criteria.
 Use feedback to make adjustments to instructional strategies and
learning approaches to move students learning forward.
 Involve students throughout the formative assessment process.
In particular, support students to engage in peer- and self-assessment and self-
reflection to develop metacognition and self-regulation.

 Foster a collaborative classroom culture where students and

teachers are partners in learning.