Formative Assessment

Cara Moore
*Story Board

Intro Formative
Assessment planned
classroom practice to
elicit evidence of learning
minute to minute, day by
day in the classroom;
along with nonsummative assessments
that occur while content
is still being taught. Both
of these can inform
teachers of what students
know or do not know,
help students understand
what it is they are ready
to learn next, so teachers
can adjust their
instruction accordingly for
each of their students.
This will appear both
visually and you will be
able to hear it through
audio. You will see the

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Welcome to the Help

Screen

Where am I going? Symbol when you select this icon your

tutorial will start with you entering the education on what exactly
formative assessment is, why its important, and how it began.
You can click on the music note symbol at anytime to get the text
read to you. See figure below.
Where am I now? symbol when you select this icon the tutorial
will take you to the second part. Here you will begin to learn
about different types of formative assessments, how to make
them, and what types of lessons they will be useful for. This will
also include videos (how to make different graphic organizers and
examples of technology resources you can also use in the
classroom as formative assessments. You can click on the voice
symbol at anytime to get the text read to you.
How do I close the gap? symbol when you select this icon the
tutorial will take you to the third and final part of the tutorial.
Here you will learn about how formative assessment not only
affects your students but you and your professional development.
Here we will look at the difference between formative and
summative assessments.
Music Note symbol when you select this icon the text on the
screen will be read aloud. If you click somewhere else during the
message, it will be turned off.
Home Symbol when you select this icon the screen will be
immediately take you back to the home screen where you can
select one of the three circles in the cycle.

Okay, here we are

going to start with
the red circle and go
into how it would
look. The red circle
will change shades
and the screen will
switch over to the
following slide

ent
Formative Assessm
!
on what you learned

*The hands will shrink in size and a large talking

bubble will appear with the information depending
on which hand you move the mouse over..

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Here the audience will read or hear,

Get a piece of white paper and tri
fold the paper into thirds. Label 1/3
Know the 2/3 want to know and
the 3/3 Learned.
You will go ahead and fill out what
you know and what you want to
know. After each cycle of this
tutorial I want you to record what

The hands and

text will all shrink
to a smaller size
once the text
appears. Once
you move your
mouse off of the
hand it will go
back to normal
scale and the
viewer can click
on something
else.

What is Formative Assessment?

Practice in a classroom is formative to the
extent that evidence about student
achievement is elicited, interpreted, and
used by teachers, learners, or their peers,
to make decisions about the next steps in
instruction that are likely to be better, or
better founded, than the decisions they
would have taken in the absence of the
evidence that was elicited.
(1)formative assessment is student focused
(2)formative assessment is instructionally
informative
(3) formative assessment is outcomes
based.

The hands and

text will all shrink
to a smaller size
once the text
appears. Once
you move your
mouse off of the
hand it will go
back to normal
scale and the
viewer can click
on something
else.

Rational and Practice:

Feedback is the central function of formative assessment. It
The hands
typically involves a focus on the detailed content of what is
and text will
being learnedrather than simply a test score or other
all shrink to
measurement of how far a student is falling short of the
a smaller
expected standard.
size once
the text
It clarifies what good performance is (goals, criteria,
appears.
expected standards);
Once you
It facilitates the development of self-assessment in
move your
learning;
mouse off of
It provides high quality information to students about their
the hand it
learning;
will go back
It encourages teacher and peer dialogue around learning;
to normal
It encourages positive motivational beliefs and self-esteem;
scale and
It provides opportunities to close the gap between current
the viewer
and desired performance;
can click on
It provides information to teachers that can be used to help
something
shape teaching
else.

Michael Schriven:
Michael Scriven coined the terms
formative andsummative
evaluationin 1967, and emphasized
their differences both in terms of the
goals of the information they seek
and how the information is used.For
Scriven, formative evaluation
gathered information to assess the
effectiveness of a curriculum and
guide school system choices as to
which curriculum to adopt and how to
improve it

The hands and

text will all shrink
to a smaller size
once the text
appears. Once
you move your
mouse off of the
hand it will go
back to normal
scale and the
viewer can click
on something
else.

Benjamin Bloom:
Ben took up the term in 1968 in the book Learning for
Mastery to consider formative assessment as a tool for
improving the teaching-learning process for students. His
subsequent 1971 book Handbook of Formative and Summative
Evaluation, written with Thomas Hasting and George Madaus,
showed how formative assessments could be linked to
instructional units in a variety of content areas.
It is this approach that reflects the generally accepted meaning
of the term today. For both Scriven and Bloom, an assessment,
whatever its other uses, is only formative if it is used to alter
subsequent educational decisions.

Methods:
There are many ways to integrate formative assessment into K12 classrooms.
Although the key concepts of formative assessment such as constant feedback,
modifying the instruction, and information about students' progress do not vary
among different disciplines or levels, the methods or strategies may differ.
A language teacher asks students to choose the best thesis statement from a
selection; if all choose correctly she moves on; if only some do she may initiate a
class discussion; if most answer incorrectly then she may review the work on thesis
statements.
A teacher asks her students to write down, in a brainstorm activity, all they know
about how hot-air balloons work so that she can discover what students already know
about the area of science she is intending to teach.
A science supervisor looks at the previous year's student test results to help plan
teacher workshops during the summer vacation, to address areas of weakness in
student performance.
A teacher documents student work and student conferences to help plan authentic
activities to meet student needs.

Benefits for Students and Teachers:

TEACHERS:
Teachers are able to determine what standards students
already know and to what degree.
Teachers can decide what minor modifications or major
changes in instruction they need to make so that all students
can succeed in upcoming instruction and on subsequent
assessments.
Teachers can create appropriate lessons and activities for
groups of learners or individual students.
Teachers can inform students about their current progress in
order to help them set goals for improvement
STUDENTS:
Students are more motivated to learn.
Students take responsibility for their own learning.
Students can become users of assessment alongside the
teacher.
Students learn valuable lifelong skills such as self-evaluation,
self-assessment, and goal setting.
Students become more adept at self-assessment

Purpose:
By focusing on student-centered activities, a student is able to relate the
material to his life and experiences. Students are encouraged to think
critically and to develop analytical skills. This type of testing allows for a
teacher's lesson plan to be clear, creative, and reflective of the
curriculum .

ent
Formative Assessm
!
on what you learned

*When the viewer gets to the last hand Formative

Assessment on what you learned the hand will
bring up a document that the learner can type on.

Purpose

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Benjamin Bloom

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Add to your KWL CHART

Formative
Assessments

ent
Formative Assessm
!
on what you learned

*Here the audience can click on the home screen

and begin the second part of the tutorial on
formative assessments.

Purpose

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Benefits for S
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Methods

Benjamin Bloom

iv e n
Michael S
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Move your mouse over the hands that

contain the key words you would like
to know more about!

Okay, here we are

going to continue by
clicking on the green
circle and go into
how it would look.
The green circle will
change shades and
the screen will switch
over to the following
slide

Okay, The next several slides will essentially be like a power-point

slide show with videos, giving examples of several different types of
formative assessments Teachers can use for different subject areas
or cross-curriculum. I have not made the videos (they will be of me
show you how you would use the formative assessments. Basically
me sitting down in front of the camera (I have preschool kids so I
wont have access to the age group this is really aimed for) showing
you the different examples. I will go over at least 20 different types
of formative assessments you can use. I will give a brief example on
each slide and a picture of what it might look like. Most of these
formative assessments will be paper made. A lot of times it is best
for teachers to have a permanent copy so that they can go back and
not only reflect on student progress but also to see if the teacher
herself might need to make modifications to her lesson based on
student outcomes per the assignment. I havent really figured out
how to incorporate the tech formative assessments in this project
yet. I know I want to use one or two, so I may end up using one at
the end of the overall project and have a link where the viewer can
go and do an assessment on what they learned. This part is difficult
for me to really think through just yet. I could also do a questionnaire
at the end to see what was clear about my presentation and what
was still muddy. I just need some HELP with different resources
where I can find something like that. I wish I would have been

each of these formative assessments. That way the user can just run
their mouse over the vide with the title and view it. It would look
something similar to the image below, however it would be the
formative assessment example videos. As the mouse clicked on the
vide, you would view it in another window. And of course you would
still have the generic home screen buttons for navigating. I dont
know how to create links within a video though unless I just made
them all into PowerPoint's? Any help with that would be greatly
appreciated and welcomed!!

Visualize (Be the

Illustrator)

Read a page of the story not

allowing students to see the
illustration. Have each student
create a visualization
(illustration) for that page.
This helps students with
reading comprehension and
can be aimed towards several
different grade levels and
subject areas.

Each student, or groups of

Mini-Whiteboards
students, has a miniwhiteboard. As they work
through problems, they can
share them either with you as
a class, or you can walk around
the classroom and look at
their work.
This can be used for numerous
lessons and aimed towards
students at various grade
levels.
A specific example of how you
could use this could be asking
students algebraic problems to
solve using the distributive
property. Give students the
problem and when they have
worked it out have them raise
their boards so that you can
check off if either they
understood or did not
understand.

Extension Projects
Extension projects such as:
Diorama
Poster
Fancy file folder
Collage
Any creative ideas students can
come up with to demonstrate
additional understanding of a
concept.
Ex: After teaching students about
similes and metaphors, have
students work in groups and write
their own, then illustrate them.
Give the definition of each and
then tell what the difference
between the two are. The
students can use a variety of
methods and combine the project
or do everything on a poster
board.

Metacognition
Metacognition allows for the
students to process w hat they
did in class and why it was
done. At the end of class (or
each assignment depending on
the subject), have students
complete a table similar to the
one to the right. Collect and
provide feedback to the
students.
This can be generally aimed
towards older students around
5th grade and up. This takes a
lot of abstract thinking and
requires students to really
think about the importance of
why they learned something
rather then what exactly did
they learn.

What did
we do?

Why did we What did I

do it?
learn?
Today?

How can I
apply it?

What
questions do
I still have
about it?

What was
most
important to
me?

Exit Slip

This one is pretty much

straight to the point and works
well with students who are on
block scheduling.
You hand out a short quiz or a
few simple questions, and
students give them to you as
they leave your class.

Things I learned today

Things I found interesting

Questions I still have

Quick nod
You ask students if they
understand, and they nod yes
or no or you can even make
your own yes/no popsicle
response sticks.
You can do this using
polleverywhere.com or a
Google form as well.

***I could create one here at

this point so that the viewer
looking at my project could get
a feel for how it works. I could
do it on the formative
assessments I have reviewed
this far.

Clickers

Give each student a student

response system (or clicker)
The difficulty with this is I
would need a clicker in order to
make this work for this
project!) or use a software like
Socrative teacher or Google
docs to ask questions during
class, and have students
respond individually to the
questions,

Flubaroo
Use the Flubaroo script to
create self-marking quizzes
that students can take for
formative feedback on their
understanding on any topic
you are working on.
www.flubaroo.com
Again, I would have to
probably creating one so that I
could provide a link in the
PowerPoint during this part of
the project so that the viewer
can get a real idea of how
Flubaroo works and looks like
to the student.

Cold-calling
Ask students questions during
class. Use a procedure for
asking questions which
ensures that all students have
a chance to be asked a
question, and include students
who might not otherwise
participate.
Apps such as TeacherPal (free)
can be used to randomly call
on students without repetition
or leaving anyone out.
Added benefit to those
teachers who cant stand the
feel of popsicle sticks (Im
guilty and I work with
preschool aged students!)
https://sites.google.com/site/h
pusoeit/teacherpal---maier

Text the answer

Students text their answer to a
site such as wifitti. It hides the
students actual identity so
they can be honest and not
feel embarrassed.
This is one of those formative
assessments that will help you
know if most students
understood the material and
what questions if any do most
students have that are similar.

http://www.classroom20.com/prof
iles/blogs/wiffiti-the-interact
ive-message-board

Active Prompt
http://activeprompt.org/
This one has a great video on
the website that I would
probably just use rather than
creating my own. I really like
how the guy explains it. I think
I might have to pay for this one
too so it wouldnt be one that I
would want to purchase just to
show you how to use it, when a
nice video is already provided

Upload an image (like the one

to the right) to
activeprompt.org. Give the URL
to respond to students and ask
them to place a red dot
according to how they feel.

Cork Board

Students are able to

collaboratively post their
closing thoughts, idea,
questions, or comments on a
digital cork board.
https://padlet.com/
or an alternative could be
https://noteapp.com/

Twitter voting

Similar to clickers, but much

cheaper. Set up a script that
uses twitter to vote and display
a graph of results of students
feedback.

Graphic organizers

**Here I will include my own

video showing several different
graphic organizers and explain
how they fall into formative
assessment.
I will include:
Map the Character
Venn Diagram
Summary start
Sense-o-gram
Math Connection

Okay, here we are

going to continue by
clicking on the Purple
circle and go into
how it would look.
The purple circle will
change shades and
the screen will switch
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each part. Similar
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you do not leave
the page, there
will just be pop
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the information
for each heading.
There will be the
music symbol on
each post-it so
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information can
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Add to your KWL CHART

Formative
Assessments