Discussion On Formative Assessments According To Chapter 1

Discussion 1formative Assessmentsaccording To Chapter 1 Of The Require

Discussion 1 Formative Assessments According to Chapter 1 of the required text, Formative assessment is assessment FOR learning. Summative assessment is assessment OF learning. Formative assessments occur during the lesson as opposed to the end of a unit of instruction and should be the primary focus of assessment in schools. Additionally, formative assessments allow the teacher to support learning by generating feedback to students to determine their current progress and where they are in relation to mastering the objective and/or standard. View the following short videos: Keeping It Relevant and “Authentic†Assess and Plan with Exit Tickets Discuss: How each teacher models what you read and learned about formative assessments? What evidence did you see and hear regarding formative assessments being an assessment FOR learning? More specifically, how did each teacher assess during learning? How were they able to determine the current progress of their students in relation to mastering the objective? How did each teacher model the provision of feedback? What connections can you make between the teachers’ strategies to assess for learning and their eventual assessment of learning through a summative assessment? In other words, what can you see coming as preparation for a larger, more comprehensive summative assessment discussion 2 Standards and Objectives Describe the purpose of a learning standard (referred to as a goal in Chapter 1) and the critical components of a learning objective. How would you differentiate between the two if attempting to explain it to somebody else? What is the relationship between formative assessments during instruction and the standards and objectives of that lesson? Take the challenge Karen Lea presents in her blog article Meaningful Connections: Objectives and Standards . Select a grade level standard and design two learning objectives AND a way to assess students FOR learning for each objective. Be sure to use the criteria for writing high-quality objectives as discussed in your assigned reading and videos.

Paper For Above instruction

Introduction

Formative assessment plays a crucial role in the instructional process by providing ongoing feedback that guides both teaching and learning. Unlike summative assessments, which evaluate student learning at the end of an instructional period, formative assessments are integrated into daily lessons to monitor ongoing progress. According to Chapter 1 of the textbook, formative assessment is characterized as assessment for learning, emphasizing its role in identifying students' current understanding and guiding instructional decisions. This paper analyzes how teachers model formative assessments through classroom strategies, evaluates evidence demonstrating assessment for learning, discusses the relationship between formative assessment and standards, and explores the design of objectives aligned with standards that foster ongoing assessment.

Modeling Formative Assessments in Practice

In the videos “Keeping It Relevant” and “Authentic Assess and Plan with Exit Tickets,” teachers demonstrate effective modeling of formative assessment strategies. The teachers utilize interactive techniques such as exit tickets, think-pair-share, and questioning to gauge understanding in real-time. For instance, exit tickets serve as a quick check for understanding, allowing teachers to assess student comprehension immediately after instruction and decide whether to reteach or move forward. These practices exemplify assessment as a process occurring during learning, providing immediate feedback to inform instructional adjustments. The teachers' use of targeted questioning reveals their focus on formative assessment as assessment for learning, as they continuously analyze student responses to identify misconceptions and adjust their teaching accordingly.

Evidence of Formative Assessment as Assessment for Learning

In both videos, evidence suggests that teachers actively assess students’ current understanding during lessons through observational data, questioning, and student responses. For example, one teacher assesses understanding by listening to student explanations and providing immediate, specific feedback to clarify misconceptions. Another assesses progress through exit tickets that reveal students' mastery of lesson objectives. These practices demonstrate how formative assessments support learning by informing teachers about each student’s level of mastery and guiding future instruction. The teachers model the provision of feedback by addressing misconceptions promptly and encouraging reflective thinking, thus enabling students to recognize their progress and areas needing improvement.

Connecting Strategies with Summative Assessment

The strategies employed during formative assessment serve as a foundation for summative assessments, which evaluate cumulative learning. For example, formative assessments like questioning and exit tickets prepare students for more comprehensive evaluations by ensuring ongoing understanding and mastery of standards. By pacing instruction according to formative data, teachers can tailor summative assessments to better reflect students' learning progress. The connection is evident in the alignment between formative assessment tasks—focused on understanding and skill development—and summative assessments designed to measure mastery of broader standards. Therefore, effective formative assessment practices lay the groundwork for more accurate and meaningful summative evaluations.

Understanding Standards and Objectives

The purpose of a learning standard, as discussed in Chapter 1, is to delineate the skills, knowledge, or behaviors that students are expected to demonstrate by the end of an instructional period. Standards serve as benchmarks guiding curriculum development and assessment design. Conversely, learning objectives specify the more precise, measurable steps students need to achieve a standard. They break down broad standards into actionable, observable outcomes. For example, a standard may state that students will understand the causes of the American Revolutionary War, while objectives might include: (1) Explain key events leading up to the war and (2) Describe the roles of major figures involved.

The critical components of a learning objective include a clear action verb, conditions under which the learning occurs, and criteria for success. When explaining the difference to someone else, it’s helpful to use the analogy that standards are the destination (the end goal), and objectives are the map that outlines the journey to reach that destination.

Relationship Between Formative Assessments, Standards, and Objectives

Formative assessments directly support the achievement of standards and objectives by providing ongoing feedback that informs instructional adjustments. During lessons, teachers collect data through questioning, observation, and student responses aligned with specific objectives, enabling targeted instruction. When teachers assess students' progress against clear objectives aligned with standards, they can identify gaps in understanding and reteach as necessary, ensuring that students are continuously working towards mastery of the standards.

Designing Objectives for Instruction and Assessment

Based on Karen Lea’s challenge and best practices for high-quality objectives, I selected a grade 4 science standard: “Understand the water cycle.” For this standard, I designed two objectives:

1. Students will be able to describe the stages of the water cycle, including evaporation, condensation, precipitation, and collection, with 80% accuracy as demonstrated through oral explanation and diagram drawing.
2. Students will explain how water moves through the environment and affects weather patterns, demonstrating understanding through a written paragraph scored using a rubric.

For each objective, I also designed formative assessments:

• Use of exit tickets asking students to label each stage of the water cycle and briefly describe its process.
• Observation of student participation during a guided discussion on water movement, accompanied by peer and teacher feedback.

These assessment strategies are tailored to measure ongoing understanding, providing data that informs instructional adjustment and supports mastery of the standard.

Conclusion

Effective formative assessments are essential tools for guiding instruction and supporting student learning during the lesson. By modeling assessment for learning through strategies such as questioning, exit tickets, and observation, teachers can gauge student progress and provide timely feedback. These practices bridge the gap between instruction and summative assessment, ensuring that students are increasingly prepared to demonstrate mastery of standards. Clear standards and well-defined objectives serve as the foundation for aligned assessment practices, both formative and summative, that promote meaningful learning outcomes. Designing objectives that incorporate assessment opportunities for learning ensures continuous feedback that fosters student achievement and long-term understanding.

References

• Black, P., & Wiliam, D. (2009). Developing the Theory of Formative Assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.
• Chappuis, J., & Chappuis, S. (2019). Seven Strategies of Highly Effective Classrooms. Pearson.
• Heritage, M. (2010). Formative Assessment: Making it Happen in the Classroom. Corwin Press.
• Leahy, S., et al. (2015). Classroom Assessment for Student Learning. Pearson.
• Marzano, R. J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. ASCD.
• Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.
• Naumann, L. (2011). Differentiating Assessment in the Classroom. The Clearing House, 84(4), 149-154.
• Sayers, J., & Cooper, B. (2019). Assessment for Learning in the Classroom. Australian Journal of Teacher Education, 44(9), 52-65.
• Stiggins, R. (2005). From Formative Assessment to Assessment FOR Learning: A Path to Success in Standards-Based Schools. Phi Delta Kappan, 87(4), 324-328.
• Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree Press.