When put into practice in classroom setting, the formative assessment process gives information anticipated that would change training and learning while they are so far happening.
The method fills in as preparing for the student and a check for understanding in the midst of the learning system. The formative assessment process guides instructors in settling on choices about future direction. As part of my assignment I observed a 1st grade teacher to analyze what kind of formative assessment strategies and tools the mentor utilized during the class.
Observation
Observation, at times termed as kid watching, can enable educators to figure out what students do and don't know. There are a few instruments and methods that instructors can use to record valuable information about student learning. I watched that the mentor was continually watching and observing the students. The instructor kept a journal partitioned into areas for the individual understudies. With this technique, the majority of the observation on an individual student is together and can outfit an image of student learning. After the class, the specified set names or sticky notes in the observational notepad in the assigned student section.
Making better inquiries
Making better inquiries affords understudies an opportunity for more profound reasoning and gives educators noteworthy knowledge into the degree and profundity of student understanding. The instructor was at focuses making inquiries with respect to the course she was addressing. Inquiries of this nature draw in students in classroom exchange that grows student learning. Inquiries ought to go past the regular authentic inquiries requiring review of facts. Paul Black, a prominent expert on formative assessment, proposes that "more exertion must be spent in encircling inquiries that merit asking: that is, questions which investigate issues that are basic to the improvement of understudies' understanding." (Black et al., 2003) The students responded to each and every question very well.
Classroom discussions
Classroom discussions can educate the educator much regarding student learning and comprehension of fundamental ideas. The educator started the dialog by giving understudies an open-ended inquiry. The objective was to build information and create basic and innovative reasoning abilities. Discussions enabled students to build the broadness and profundity of their comprehension while disposing of incorrect data and growing and elucidating foundation information. By initiating students as learning assets for each other there is the likelihood of a portion of the additions found in any instructive intercession. The educator evaluated student understanding by tuning in to the student reactions and by taking narrative notes.
Periodic quizzes
Periodic quizzes were utilized amid the formative assessment process to screen understudy learning and alter guideline amid the class. Productive tests not just outfitted educators with input on their understudies; however they served to enable understudies to assess their own learning. By utilizing tests to outfit understudies with prompt criticism, the educator immediately decided the status of every understudy in connection to the learning targets, and understudies adapted all the more amid the discourses that instantly take after the tests. Concluding, the formative assessment observation was a learning experience.
References
Black, Paul, and Dylan Wiliam. "‘In praise of educational research’: Formative assessment." British educational research journal 29.5 (2003): 623-637.
Nicol, David J., and Debra Macfarlane‐Dick. "Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice." Studies in higher education 31.2 (2006): 199-218.
Wiliam*, Dylan, et al. "Teachers developing assessment for learning: Impact on student achievement." Assessment in Education: Principles, Policy & Practice 11.1 (2004): 49-65.
