Formative Assessment What is it and why do

Formative Assessment What is it and why do I need to do it?

Contents: • Slide 1: Cover • Slide 2: Contents • Slide 3: Rational – Why this resource? • Slide 4: Definition Assessment as, of and for learning • Slide 5: Definitions - What is formative assessment? • Slide 6: You Tube video and questions • Slide 7: AITSL Teaching Standards • Slide 8: Multiple choice activity – formative assessment • Slide 9: Writing a reflection • Slide 10: References

Rational – Why this resource? • The purpose of this Power. Point is as a conversation starter. A tool to build an introductory knowledge of ‘formative assessment’ or ‘assessment for learning’ in the classroom. A basis to reflect and discuss assessment practices with colleagues. When teachers are provided with opportunities to use and interpret a range of evidence in order to become more responsive to their students’ learning needs, the impact is substantial. Teachers cannot be expected do this alone, but require organisational conditions that provide and support these learning opportunities in ways that are just as responsive to how teachers learn as they are to how students learn (Timperley 2010 p. 1).

Assessment as, of, and for learning We will look at Assessment for learning The NSW Education Standards Authority (NESA) describes three approaches to assessment: • Assessment For learning: Assessment for learning involves teachers using evidence about students' knowledge, understanding and skills to inform their teaching. Sometimes referred to as ‘formative assessment', it usually occurs throughout the teaching and learning process to clarify student learning and understanding. • Assessment as learning - Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment for new learning. • Assessment of learning – Assessment of learning assists teachers in using evidence of student learning to assess achievement against outcomes and standards. Sometimes referred to as ‘summative assessment', it usually occurs at defined key points during a unit of work or at the end of a unit, term or semester, and may be used to rank or grade students.

Definition - What is Formative assessment? • Paul black and Dylan Wiliam defines formative assessment as: “ encompassing all those activities undertaken by teachers, and/or by their students, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged” (Wiliam, 2011, p. 37). • Cowie and Bell define formative assessment as: “the process used by teachers and students to recognise and respond to student learning in order to enhance that earning, during the learning” (Wiliam, 2011, p. 37). • A review of practice by the Organisation for Economic Cooperation and Development (OECD) defined formative assessment as: “frequent, interactive assessments of students’ progress and understanding to identify learning needs and adjust teaching appropriately” (Wiliam, 2011, p. 37).

AITSL Video –formative assessment in practice in a primary classroom – Amaroo School, ACT. The You Tube link can also be found on the blog page ‘Conversation starters …. thinking about assessment …. . what truly matters’ https: //www. youtube. com/watch? v=9 FZR 3 -l 8 Y 5 Y • Take notes while viewing the video: (there is a note sheet on the blog page) – List examples of ‘formative assessment strategies’ given through out the video. – How has formative assessment been used within the classroom? – What is the impact of formative assessment strategies? – List examples of feedback.

Australian Professional Standards for Teachers • For further information, the Australian Professional Standards for Teachers shows how assessment links to professional practice. Australian Institute for Teaching and School Leadership (AITSL). (Predominantly Teaching Standard 5. 1. 2. )

Formative assessment means we (Select correct statements – multiple choice) a. view assessment as a way to help learners continually improve. b. observe, listen and question students. c. review and change our lesson content to reflect students’ achievements, progress and learning gaps. d. set clearning goals for students and lesson goals. e. reflect on teaching and learning. f. differentiate to meet the needs of all learners.

Reflection: Discuss the following question with a colleague or create a mind-map to show you use assessment for learning. There is an example mind-map on the note sheet. You may choose to focus on a single unit of work you are currently teaching or planning. How is assessment for learning used in your classroom to improve student learning and curriculum delivery? Visit Carolynne’s blog at https: //edreflect. net/ and add your comments to join a discussion as part of a collaborative community.

References • Australian Institute for Teaching and School Leadership(AITSL). (2018). We’re here for teaching. Retrieved from: https: //www. aitsl. edu. au/ • NSW Educational Standards Authority (NESA). (2018). Assessment Approaches: Assessment for, as and of learning. Retrieved from: https: //www. educationstandards. nsw. edu. au/wps/portal/nesa/k-10/understanding-the -curriculum/assessment/approaches • Timperley, H. (2010, February). Using evidence in the classroom for professional learning. Paper presented at the Ontario Educational Research Symposium, Ontario. Retrieved from: http: //www. educationalleaders. govt. nz/Leading-learning/Professional -learning/Using-evidence-in-the-classroom-for-professional-learning • Wiliam, D. (2011). Embedded formative assessment. Bloomington, In: Solution Tree Press.