Af l key principles
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This document discusses key principles of formative assessment and effective practice in assessment. It outlines that assessment should be learner-centered, provide a holistic view of learners, and be integrated with teaching and learning. Effective formative assessment enables teachers to reflect on teaching quality, identify student needs, and determine appropriate work levels. Types of formative assessment include feedback through marking, peer/self-assessment, and using summative assessments formatively. Formative assessment benefits learners by helping them reflect on learning and progress. The importance of effective feedback is also discussed.
Af l key principles
- 1. Assessment Starter Kit: Developing effective practice Developing effective practice Formative assessment – key principles Key principles underpinning successful assessment practice: 1. The learner is at the heart of assessment. 2. Assessment needs to provide a view of the whole learner. 3. Assessment is integral to teaching and learning. 4. Assessment includes reliable judgements about how learners are doing related, where appropriate, to national standards. 1 Effective assessment enables teachers to: • reflect on the quality of their own and colleagues’ teaching; • assess and identify students’ learning needs; • plan and provide effectively for students’ learning needs; • determine the appropriate level, depth and pace of work for students. Types of formative assessment 2 Feedback through marking • ‘Comments only’ allows for ongoing dialogue with learner to check understanding. • Allow time during following session for learner to respond to feedback. • ‘Marks out of …’ doesn’t help self-esteem. 1 http://curriculum.qcda.gov.uk/key-stages-3-and-4/assessment/Assessment-key-principles/index.aspx 2 Teachers TV; Assessment video 1 of 3
- 2. Assessment Starter Kit: Developing effective practice – Formative assessment – key principles Peer/self-assessment • Peer assessment can support development of self-assessment. • Encourage peers to see work objectively. • Provide model set of answers and discuss what they’re good at/need to improve. Formative use of summative assessment • Provides review of learning. • Make sure summative assessment is not carried out too frequently. • Use peer group marking of answers to identify strengths/areas of further development. Effective questioning • Open questions to stimulate discussion. • Allow for time to think/share ideas. Using a variety of assessment techniques can also benefit learners. Assessment can: • help learners to reflect upon their own learning and progress, understand and appreciate their strengths, abilities and areas for development, and set individual targets; • improve attainment and achievement; • help prevent underachievement; • improve motivation and self-esteem; • help to set realistic targets. Framing questions worth asking… Challenging How/why did you…? Checking Do you know…? Uncover thinking Can you explain…? Offer strategies Have you thought about…? Reassure Are you happy with that…? Devil’s advocate Are you sure…? 2 of 3
- 3. Assessment Starter Kit: Developing effective practice – Formative assessment – key principles The importance of effective feedback Feedback is at the heart of formative assessment, and should always provide information about how to improve performance. Without feedback, learners: • will not see the relevance of assessment; • will not be able to use it to agree targets. Feedback should be regular, consistent and offer suggestions for further improvement. It can be in a variety of formats: • verbal feedback in lessons to individuals or groups; • one-to-one discussions/interviews; • marking and written feedback; • reports. It should identify what has been done well and which areas still need improvement. The feedback should then go on to give guidance on how to make that improvement, and should be recorded on the individual learning plan, Frequent assessment is not necessarily formative assessment. Formative assessment can be difficult to implement because it takes time, which teachers often have little of. It also requires energy, judgement and courage, traits that many teachers have in abundance. For further information Download the Research briefing on Formative Assessment by JD Carpentieri (November 2008) from NRDC. The Black Box series, edited by Paul Black & Dylan Wiliam, offers practical advice on using and improving assessment for learning in the classroom. Although the focus is on primary and secondary school, the principles outlined are relevant to further education and offer easy-to-read advice for teachers on how to implement the key techniques within formative assessment – questioning, feedback, and peer/self-assessment. The following link provides video clips and notes on formative assessment that were developed as part of the National Teaching and Learning Change Programme, Improving teaching and learning in Adult Learning. This set of continuing professional development (CPD) activities focuses on how tutors can use formative assessment to check learners’ progress in a relevant and enjoyable way. 3 of 3