JIMS MAIDEN POWERPOINT PRESENTATION

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JIMS MAIDEN POWERPOINT PRESENTATION

• W. James Popham
• UCLA
• FAST SCASS Frolic
• Austin, Texas
• October 10-13, 2006

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Research-Based Elements of Formative Assessment

• Prior Knowledge Assessment
• Feedback
• Teaching and Assessing for Transfer
• Explicit Criteria
• Self Assessment

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OECD Study

• Australia
• Canada
• Denmark
• England
• Finland
• Italy
• New Zealand
• Scotland
• English, French, German research literatures

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OECD Study Policy Approaches

• Legislation promoting Formative Assessment
  practices
• Use of summative data for formative purposes
• Guidelines for Formative Assessment embedded in
  national curriculum
• Provision of tools and exemplars to support
  Formative Assessment
• Investments in special initiatives
• Investment in teacher professional development

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Essential Attributes of Formative Assessment

• Sufficient Time The information from formative
  assessments must be available in sufficient time
  for (1) teachers to adjust how theyre teaching
  what was assessed or (2) students to adjust how
  theyre trying to learn what was assessed.
• Actual Adjustments Assessment-based adjustments
  must actually take place in a teachers
  instructional activities or in students learning
  activities during the instructional segment in
  which the assessment took place.
• Targeted Students Whatever adjustments are made,
  by teachers and/or by students, must be intended
  to enhance the learning of the students who were
  assessed.

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• Formative assessment is concerned with how
  judgments about the quality of student responses
  (performances, pieces, or works) can be used to
  shape and improve the students competence by
  short-circuiting the randomness and inefficiency
  of trial-and-error learning. (Sadler, 1989)

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• Formative assessment has been defined as the
  process (emphasis added) of appraising, judging
  or evaluating students work or performance and
  using this to shape and improve students
  competence. (Gipps, 1994).

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• The distinguishing characteristic of formative
  assessment is that the assessment information is
  used, by the teacher and pupils, to modify their
  work in order to make it more effective.
  (Black, 1995)

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• Formative in this research was defined as the
  process used by teachers and students to
  recognize and respond to student learning in
  order to enhance that learning, during the
  learning. (Cowie Bell, 1996).

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• Formative assessment encompasses all those
  activities undertaken by teachers, or by their
  students, that provide information used to modify
  ongoing teaching or learning activities for the
  purpose of improving student learning.

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• Formative assessment is the process used by
  teachers and students during instruction that
  provides feedback to adjust teaching and learning
  for the purpose of improving student learning.

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• We use the general term assessment to refer to
  all those activities undertaken by teachers --
  and by their students in assessing themselves --
  that provide information to be used as feedback
  to modify teaching and learning activities. Such
  assessment becomes formative assessment when the
  evidence is actually used to adapt the teaching
  to meet student needs. (Black Wiliam, Phi
  Delta Kappan, 1998)

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• Formative assessment refers to frequent,
  interactive assessments of student progress and
  understanding to identify learning needs and
  adjust teaching appropriately. (OECD, 2005)

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• Formative assessment is defined as assessment
  carried out during the instructional process for
  the purpose of improving teaching or learning.
  To be effective, teachers must be skillful in
  using various assessment strategies and tools
  such as observation, student conferences,
  portfolios, performance tasks, prior knowledge
  assessments, rubrics, feedback, and student
  self-assessment. More importantly, they must
  have a deep understanding of the formative
  assessment process and understand its close
  relationship to instructional scaffolding.
  (Shepard, Hammerness, Darling-Hammond, 2005)

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• A formative assessment is a tool that teachers
  use to measure student grasp of the specific
  topics and skills they are teaching. Its a
  midstream tool to identify specific student
  misconceptions and mistakes while the material is
  being taught. (Kahl, Education Week, 2005)

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• An assessment is formative to the extent that
  information from the assessment is used, during
  the instructional segment in which the assessment
  occurred, to adjust instruction with the intent
  of better meeting the needs of the students
  assessed. (A group-developed definition proposal
  developed via e-mail communication during summer
  2006 for consideration by the FAST SCASS.)