Formative assessment has emerged as a powerful and transformative tool. It has the capacity to reshape the relationships and dynamics between educators and students, fostering a learning environment that is more tailored, adaptive, and student-centric. The impact of formative assessment in today's modern classroom is profound. It enables me to gain a deeper understanding of each student's unique learning journey, paving the way for a level of personalised instruction that was once inconceivable.
In this post, I will share a journey through the multifaceted world of formative assessments, presenting a diverse array of tools that I have used to gauge student progress throughout my career. I will describe some of my personal experiences with these assessments, shedding light on their pivotal role in steering and adapting my pedagogical approaches. I will also attempt to reinforce this with the academic research I have been working through as I form my understanding of how it can be used in the classroom.
I've undertaken this research with a dual purpose in mind. Firstly, to deepen my comprehension and expertise in my current role while aligning my approach with well-supported research. Simultaneously, I'm preparing for my forthcoming promotion next year. My aspiration is that this work will serve as a source of motivation and encouragement for fellow educators, encouraging them to explore how formative assessment can facilitate a holistic education that accommodates the unique needs of each student.
Impact of Formative Assessment
Formative assessment has been a game-changer in the way I teach and inspire my students. The transformative power of formative assessment has profoundly affected not only my teaching methods but also the learning experiences of my students.
One of the most significant ways formative assessment has impacted me as an educator is by enabling me to tailor my instruction to the unique needs of each student. By constantly gauging their understanding and progress, I can adjust my teaching methods and materials in real time. This level of personalization creates a learning environment that is more engaging and motivating for my students. They feel that I am invested in their success, which in turn inspires them to take an active role in their own learning.
The immediate feedback provided by formative assessment has also been instrumental in driving improvement. Timely and constructive feedback not only acknowledges students' achievements but also guides them on how to improve. This process fosters a growth mindset, inspiring students to embrace challenges and see setbacks as opportunities for growth.
Formative assessments have made learning more interactive and engaging. Techniques like classroom response systems and peer evaluations encourage students to actively participate and collaborate. The increased level of student engagement has a direct impact on their motivation and enthusiasm for learning.
Critical thinking and reflection have become integral components of my teaching approach. Formative assessment methods such as open-ended tasks and self-assessments prompt students to think critically and reflect on their learning. They learn to analyse their understanding, identify knowledge gaps, and set goals for improvement. This process of self-reflection has enriched their learning experiences and inspired a deeper level of understanding.
Empowerment is another aspect that I have witnessed. Formative assessment involves students in the assessment process, allowing them to have a say in how they are evaluated. This sense of ownership not only motivates them but also empowers them to take control of their learning journey.
A culture of continuous improvement has developed in my classroom. Both my students and I regularly review progress and adapt our approaches to enhance learning outcomes. This commitment to growth has created an inspiring educational atmosphere where we strive for excellence.
I have found that formative assessment has also reduced anxiety among my students. The fear of traditional high-stakes summative assessments often induces stress. Formative assessment, with its lower stakes, allows students to make mistakes and learn from them without the fear of severe consequences. This has significantly reduced anxiety levels, creating a more relaxed and productive learning environment.
Additionally, the real-world application of learning through hands-on projects, practical assessments, and open-ended tasks has inspired my students. They can see the relevance of what they are learning and are motivated to apply their knowledge to solve real-world problems.
Peer learning has also become a prominent feature in the way in which I teach. Formative assessment methods like peer assessments and group discussions encourage students to learn not only from me but from each other. This collaborative approach fosters a sense of community and inspires teamwork within the classroom.
Formative assessment has allowed me to provide individualised support to my students. By closely monitoring their progress, I can identify those who need additional assistance and those who are ready to explore advanced topics. This personalised approach ensures that each student receives the support they need to succeed.
The Versatility of Formative Assessments
Formative assessments, true to its name, are continuous tools that mould and shape the learning process. They come in various forms, each offering unique insights into students' comprehension and development. Over the years I have worked in education, I've come to realise that a blend of these strategies provides a comprehensive perspective on students' progress. This is not the exhaustive list but my go to’s.
Entry and Exit Slips: These deceptively simple slips serve as windows into students' understanding. They compel students to articulate key takeaways and identify areas of struggle, which is instrumental in shaping subsequent lessons (Black & Wiliam, 1998). For me, they are like compasses guiding my teaching, helping me understand where students stand and where they need to go. I will use these to allow students to show their understanding at the beginning, middle and ends of explicit mini lessons. This allows students who already have the grasp of the content to move on without becoming bored.
Observation: The role of an attentive observer in the classroom cannot be overstated (Hattie, 2009). Walking around the classroom and closely watching students as they interact with technology offers a deeper insight into their learning processes (Black & Wiliam, 1998). It's in these observations that I often discover subtle misconceptions that might otherwise remain hidden. This experiential understanding allows me to fine-tune my approach (Schön, 1983). I often find the best observations I make are the ones where I am roaming around the classroom, picking up the incidental conversations and learning tangents.
Questioning: Thoughtful and strategic questioning invites students to articulate their grasp of technology concepts (Dwyer & Beach, 2013). Open-ended questions encourage them to delve into their thinking, while specific questions assess their ability to apply knowledge. These questions serve as dialogues between the teacher and their students, revealing their understanding and the areas they might need assistance in. I have used question stems as a helpful tool to expand my repertoire.
Classroom Response Systems: Instant feedback is a game-changer. Classroom response systems such as Kahoot or Quizzy enable real-time responses and offer a collective snapshot of the class's understanding. This immediate feedback empowers me to pivot my teaching approach swiftly (Hattie & Timperley, 2007). This also has a high engagement factor as our human nature to compete kicks in.
Peer Assessments: Encouraging students to evaluate the work of their peers fosters critical thinking and empathy (Smith, 2023a). By using rubrics or offering constructive feedback, students gain a deeper understanding of the subject matter and the value of constructive criticism (Jones, 2022). Note that I prefer to use this more with older grades as I have found it more challenging to manage with younger years unless how to do this well is modelled to students.
Self-assessments: Self-reflection is a skill that transcends the classroom. Self-assessments enable students to take ownership of their learning journey. It empowers them to identify areas requiring improvement, promoting a sense of responsibility for their own progress. (Snider, 2017). Similar to peer assessment, the data created in younger years sometimes is less reliable unless how to do this well is modelled to students.
Hands-on Projects: Practical, technology-related projects are exceptional assessments, as they gauge students' knowledge, creativity, problem-solving skills, and real-world application of technology (Smith, 2023b). This method offers a glimpse into their practical skills, providing opportunities for practical, hands-on learning (Jones, 2022). Embedding design thinking in STEM projects helps me to see the students' critical and creative understanding as well as observing how they work with problem-solving and collaboration.
Rubrics: Rubrics offer clarity (Allen & Tanner, 2012). They establish criteria for assessment that both educators and students can understand. This clarity not only streamlines the assessment process but also ensures that expectations are clearly communicated, reducing ambiguity (Popham, 2019). Recently, I have begun experimenting with Google Bard and ChatGTP to discover how these artificial intelligence programs compare in rubric design.
Concept Mapping & Learning Walls: Visual tools like concept mapping and learning walls empower students to anchor their understanding of technology concepts. It's akin to laying out a roadmap of their knowledge. As educators, reviewing these maps helps us identify gaps in understanding and target those areas (Novak, 2010). This is a tool that I have come to use more regularly with classes; however, when I was in the classroom full time I only had a basic knowledge of its impact.
Digital Portfolios: Digital portfolios such as Seesaw serve as visual representations of students' growth, showcasing their best work and reflecting on their learning progression (Bailey, 2012). They provide parents with a comprehensive snapshot of their child's academic development (Kist, 2012). I feel this provides one of the best ways of reporting formative development without the formalities of formal reporting.
Graphic Organisers: Graphic organisers, in my experience, have been like bridges connecting the dots in students' understanding. When students use graphic organisers to map out the relationships between technology concepts, it not only helps them structure their knowledge but also offers a glimpse into their thought processes (Jonassen, 2006). Reviewing these organisers reveals misconceptions and gaps, offering a precise roadmap for targeted support (Marzano, Pickering, & Valencia, 2009). I would also add sketchnoting as an example of a student created graphic organiser.
Two Stars and a Wish: This method is a beacon of positivity in the classroom. It encourages students to identify their strengths, represented by the "two stars," and areas they can improve, the "wish" (Brookhart, 2017). This process fosters a culture of constructive feedback, promoting self-awareness and a growth mindset, qualities that extend beyond the classroom (Dweck, 2006). As an educator, I value the specificity of this feedback; it's actionable and student-centred, it is one of my favourites!
Technology Logs: Technology logs can serve as mirrors reflecting students' learning journeys (Pimm, 1995). Encouraging students to document their experiences, thoughts, and challenges is a transformative exercise (Dweck, 2006). These logs reveal the thought processes and emotional aspects of learning. They foster metacognition and deepen student engagement with the subject matter. As an educator, reviewing these logs provides rich insights into the human aspect of learning, enabling me to offer personalised support (Johnson, Adams Becker, Cummins, Estrada, Freeman, Hall & Dawson, 2016). These logs allow me to have a longitudinally perspective on the growth of the student.
One-Minute Papers: These concise papers are like snapshots of learning moments. When students summarise the most important thing they learned during a lesson within one minute, it becomes a pivotal exercise in distillation. It compels them to prioritise their key takeaways. As an educator, these one-minute papers provide immediate feedback, enabling me to make real-time adjustments to better meet students' needs (Angelo, 2012). I have used these similar to exit slips but students need to identify the key takeaways from a mini lesson.
Open-Ended Tasks: Open-ended tasks are like gateways to exploration and creativity (Brown & Green, 2016). They invite students to delve deep into technology concepts, applying their knowledge in innovative ways. These tasks not only reveal individual capabilities but also inspire the entire class (Brown & Green, 2016). They become catalysts for engaging discussions and further exploration of the subject matter. As an educator, these tasks are a testament to the power of creative thinking and problem-solving. I also use these when I am intentionally enriching students, an example of this is the Maths Olympiad.
Incorporating these formative assessment strategies has enriched my teaching journey significantly. They've offered new lenses through which to view my students' progress, making my teaching more adaptable and personalised.
Utilising Formative Assessment Data
Effective use of formative assessment data requires adaptability and responsiveness. My personal experience has shown that formative assessment data serves as a compass as I adapt my teaching methods and personalise the learning. The Data created is the tool I use to discern areas of excellence and areas in need of improvement. This insight informs my lesson planning and enables the adaptation of my teaching methods to cater to individual learning needs.
The true beauty of formative assessments lies in its capacity to personalise learning. By understanding each student's unique strengths and weaknesses data points, I can provide targeted support where needed, thereby nurturing individual growth.
Communicating Formative Data to Parents
Effective communication with parents is an integral component of a student's educational journey. Formative assessment data can be shared with parents through various channels.
Parent-Teacher Conferences: These meetings provide an invaluable opportunity to discuss a student's performance, areas for improvement, and strategies for future success.
Student-led Conferences: Student-led conferences are a method of parent-teacher conferences in which students take an active role in presenting their own progress, achievements, and learning experiences to their parents. Instead of the traditional format where teachers meet with parents to discuss a student's performance, students are the primary presenters in student-led conferences.
Digital Portfolios: Sharing digital portfolios with parents offers a tangible representation of their child's academic progress over time, making it easier for parents to understand their development.
Progress Reports: Regular progress reports, infused with formative assessment data, provide parents with a comprehensive overview of their child's educational journey, including areas of strength and areas in need of growth.
Anecdotal Records: When discussing a student's development with parents, anecdotal records serve as a rich source of information, offering insights into technology-related achievements, challenges, and overall progress.
Class Blog or LMS: A class blog or LMS serves as a digital platform that facilitates communication, collaboration, and learning. Class blogs or a LMS can be used for a variety of purposes, including documenting classroom activities, showcasing student work, providing a space for discussions and reflections, and extending learning beyond the physical classroom. These online spaces encourage digital literacy and critical thinking, and provide a place where students' work can be celebrated in the broader community of teachers, students and parents.
Conclusion
The power of formative assessments cannot be overstated. It has been a transformative force in my teaching journey. It has inspired a more dynamic, student-centred, and motivating learning environment, where personalised instruction, immediate feedback, and continuous improvement have become the norm. It has empowered my students to take charge of their learning and has inspired a sense of achievement in them.
Formative assessments are a catalyst for driving, adapting, and personalising learning in the classroom. They empower educators to gain profound insights into students' progress, adjust their teaching methods in real-time, and tailor instruction to the specific needs of each student. This multifaceted approach, drawing from a wide array of formative assessment strategies, offers a comprehensive perspective on student comprehension and development. Effective sharing and reporting of formative assessment data with parents strengthen the bridge between the classroom and the home, fostering a collaborative partnership in promoting student success. As an educator, my journey with formative assessments has been a path of professional development; however, this has affirmed its importance when designing and delivering a well-rounded education that caters to the diverse needs of every student.
Stay the Course!
References
Allen, D., & Tanner, K. (2012). Classroom assessment in mathematics: A teacher's guide for K-12. Jossey-Bass.
Angelo, T. A. (2012). One-minute papers: A simple but powerful tool for formative assessment. Teaching of Psychology, 39(4), 329-335.
Bailey, N. M. (2012). Student-centered learning with digital media. Corwin Press.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7-74.
Brookhart, J. (2017). Seven strategies of assessment for learning. ASCD.
Brown, A., & Green, T. (2016). Open-ended tasks in technology education: A gateway to exploration and creativity. International Journal of Technology and Design Education, 26(3), 339-352.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Dwyer, C. A., & Beach, R. A. (2013). Scaffolding technology lessons: A guide for teachers. IGI Global.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Johnson, N., Adams Becker, S., Cummins, M., Estrada, V., Freeman, A., Hall, C., & Dawson, S. (2016). NMC Horizon Report: 2016 Higher Education Edition. The New Media Consortium.
Jonassen, D. H. (2006). Modeling with technology: Designing for learning in a complex world. Pearson Merrill Prentice Hall.
Jones, A. (2022). The benefits of hands-on learning in technology education. Journal of Technology Education, 33(2), 1-10.
Jones, B. (2022). The benefits of peer review for student learning. Journal of Education, 172(1), 1-10.
Kist, W. (2018). Curating a literacy life: Student-centered learning with digital media. Teachers College Press.
Marzano, R. J., Pickering, D. J., & Valencia, S. (2009). Classroom assessment & grading that work. ASCD.
Novak, J. D. (2010). Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. Routledge.
Pimm, D. (1995). Mirrors, metaphors, and mathematical meaning. Mathematics Teaching, 149(1), 23-29.
Popham, W. J. (2019). Classroom assessment: What teachers need to know. Pearson.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Smith, A. (2023). Fostering critical thinking and empathy through peer evaluation. Teaching in Higher Education, 28(2), 1-15.
Smith, J. (2023). The value of practical assessments in technology education. Education and Information Technologies, 28(1), 1-15.
Snider, S. (2017). Teaching character in the primary classroom. Corwin Press.
Comments
Post a Comment