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    Group 14 Lesson 14 Formative Assessment

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    Mechyl Cordero
    This document discusses formative assessment, differentiating it from summative assessment. It outlines the key principles of formative assessment including determining learning objectives and checking learner progress and providing feedback. It provides examples of formative assessment strategies that can be used in the classroom.

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    Group 14 Lesson 14 Formative Assessment

    Uploaded by

    Mechyl Cordero
    146 views13 pages
    This document discusses formative assessment, differentiating it from summative assessment. It outlines the key principles of formative assessment including determining learning objectives and checking learner progress and providing feedback. It provides examples of formative assessment strategies that can be used in the classroom.

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    group-14-lesson-14-formative-assessment

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    This document discusses formative assessment, differentiating it from summative assessment. It outlines the key principles of formative assessment including determining learning objectives and checking learner progress and providing feedback. It provides examples of formative assessment strategies that can be used in the classroom.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    146 views13 pages

    Group 14 Lesson 14 Formative Assessment

    Uploaded by

    Mechyl Cordero
    This document discusses formative assessment, differentiating it from summative assessment. It outlines the key principles of formative assessment including determining learning objectives and checking learner progress and providing feedback. It provides examples of formative assessment strategies that can be used in the classroom.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 13

    LES S O N 1 4 :

    FORMATIVE A SSE SSM E N T


    REPORTERS:

    Leny a. macuja Raymond gador


    Ma. Theresa j. diana
    OBJECTIVES!
    IN THIS LESSON YOU SHOULD BE ABLE TO:
    ~ DIFFERENTIATE FORMATIVE ASSESSMENT TO SUMMATIVE TEST;
    ~ APPLY FORMATIVE ASSESSMENT STRATEGIES IN FORMULATING
    INSTRUCTIONAL PLANS;
    ~ DEVELOP A INSTRUCTIONAL PLAN USING FORMATIVE STRATEGIES.
    INTRODUCTION
    WE HAVE LEARNED THE BASIC PRINCIPLES BEHIND
    ASSESSMENT. WE CAN NOW HAVE AN IDEA ON THE
    ASSESSMENT CYCLE AND HOW IT IS CONDUCTED. IN
    THIS LESSON, WE ARE GOING TO LOOK INTO
    FORMATIVE ASSESSMENT AND ITS IMPORTANT IN THE
    ENSURING THAT LEARNING OBJECTIVES ARE INSTILLED
    TO THE LEARNERS.
    FORMATIVE ASSESSMENT
    • ARE DESIGNED AROUND THE AIM TO DETERMINE WHAT THE LEARNERS
    KNOW AS THEY ARE IN THE PROCESS OF LEARNING.
    • FORMATIVE ASSESSMENT DOES NOT REFER TO THE ASSESSMENT ITSELF,
    BUT RATHER TO THE FUNCTION THAT EVIDENCE FROM THE ASSESSMENT
    SERVES.
    • FOR THE EFFECTIVE IMPLEMENTATION OF FORMATIVE ASSESSMENT IN
    THE CLASSROOM, IT HAS TO BE PLANNED AND BE STRATEGIC.
    • BY THE VERY NATURE OF FORMATIVE ASSESSMENT, IT IS AN ONGOING
    ASSESSMENT OF LEARNER PERFORMANCE AND SHOULD PROVIDE WITH
    VALUABLE INFORMATION ABOUT THEIR PROGRESS .
    A FORMATIVE ASSESSMENT SYSTEM TO BE
    USED IN THE CLASSROOM TRIES TO
    ANSWER THE FOLLOWING QUESTION:
    WHERE AM I GOING?

    ~ LEARNERS MUST BE ABLE TO KNOW WHAT THE LEARNING OBJECTIVES


    ARE OR WHAT THE GENERAL GOAL OF THE LESSON IS TO GIVE THEM AN
    IDEA OF WHAT IS EXPECTED OF THEM IN THE LESSON OR UNIT.
    ~ THE LEARNING OBJECTIVES MUST DESCRIBE THE KNOWLEDGE, SKILLS
    AND UNDERSTANDING THAT THE LEARNERS WILL LEARN AND AIM FOR IN
    THE LESSON.
    ~ THE TEACHER SHOULD ALSO DESCRIBED THE CRITERIA THAT WOULD
    INDICATE MASTERY OF THE COMPETENCE. THEY COULD BE WORDED IN THE
    VIEW OF THE LEARNER FOR THEM TO HAVE A SENSE OF OWNERSHIP OF IT.
    WHERE AM I NOW?
    ~ THIS SHOULD BE ABLE TO GIVE THE LEARNERS AN IDEA WHERE THEY ARE IN
    REACHING THE LEARNING OBJECTIVE AND THEY SHOULD BE GIVEN REGULAR
    CHECKS ON PROGRESS ON THEIR WAY. THESE CHECK THE LEARNERS’
    UNDERSTANDING AND LET THE TEACHER GLIMPSE AT THE PROGRESS OF THE
    LEARNERS.
    ~ THESE CHECKS NEED NOT BE FORMAL NOR SHOULD BE LEFT AT THE END OF
    THE UNIT, LESSON, OR YEAR. THROUGH COMMON PEN AND PAPER QUIZZES
    ARE USEFUL IN CHECKING THE UNDERSTANDING OF THE LEARNERS, THE
    TEACHER COULD BE MORE CREATIVE IN IMPLEMENTING MORE FORMATIVE
    ASSESSMENT STRATEGIES.
    SOME OF THESE INCLUDE:

    • ORAL RECITATION
    • QUESTIONING
    • PROJECT OUTPUTS
    • SURVEYS
    • RAISING HAND OR THUMBS
    • WRITING ACTIVITIES
    AS IMPORTANT AS GATHERING INFORMATION TO
    THE LEARNERS’ PROGRESS IS PROVIDING THEM
    WITH FEEDBACK TO LET THEM DETERMINE HOW
    THEY ARE FAIRING. THIS IS WHERE THE ESSENCE OF
    FEEDBACK COMES IN, AS FEEDBACK PROVIDES THE
    LEARNERS WITH A PICTURE ABOUT THEIR SUCCESS
    AND NEEDS IN ORDER TO IMPROVE THEIR
    PERFORMANCE.
    FEEDBACK MUST HAVE THE FOLLOWING TRAITS IN ORDER
    TO BE EFFECTIVE:
    • GOAL-REFERENCE –THE FEEDBACK MUST BE ABLE TO TELL THE LEARNER IF THEY ARE ON
    THE RIGHT TRACK IN ATTAINING THE LEARNING OBJECTIVE OR NOT.

    • TANGIBLE- THE FEEDBACK SHOULD HELP THE LEARNERS LEARN FROM IT AND RELATE IT TO
    THE LEARNING OBJECTIVE.

    • ACTIONABLE –THE FEEDBACK MUST BE CONCRETE, SPECIFIC, AND USEFUL IN THE SENSE
    THAT THE LEARNERS CAN TELL WHAT TO DO NEXT TO IMPROVE PERFORMANCE.

    • USE-FRIENDLY – THE FEEDBACK MUST BE WORDED IN A LANGUAGE THE LEARNERS CAN


    UNDERSTAND. MAKING IT TOO COMPLICATED OR TECHNICAL CANNOT YIELD ACTIONABLE
    RESPONSE.

    • TIMELY – THE FEEDBACK SHOULD BE PROVIDED AT THE RIGHT TIMING TO GIVE THE
    LEARNER ENOUGH TIME TO IMPROVE THEIR WORK.
    WHAT CAN I DO TO GET WHERE I NEED TO GO?

    • TEACHERS PROVIDE THE LEANERS WITH A PLAN AND


    ACTIVITIES TO HELP THEM ATTAIN THE LEARNING
    OBJECTIVES. USING THE DATA FROM THE FORMATIVE
    ASSESSMENT GIVEN TO THE LEARNERS, THE
    TEACHERS CAN NOW USE THEM TO PLAN, TO IMPROVE
    INSTRUCTION OR MAKE TWEAKS IN HIS/HER
    STRATEGIES, AND HELP LEARNERS IMPROVE.

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