TEACHING ENGLISH IN PRIMARY GRADES (LANGUAGE ARTS)
LESSON 14:
FORMATIVE
ASSESSMENT
GROUP 10
Lesson Objectives
Differentiate formative assessment
1 from summative tests;
Apply formative assessment strategies
2 in formulating instructional plans;
Develop an instructional plan using
3 formative assessment strategies.
SUMMATIVE ASSESSMENT
The objective is to evaluate student performance
to be graded, and which is normally formal.
FORMATIVE ASSESSMENT
Designed around the aim to determine what the
learners know as they are in the process of learning.
Used mainly to gather information
about learner performance, and use that to
make informed decision on future
instruction.
Formative assessment does not refer
to the assessment itself, but rather to the
function that evidence from the assessment
serves.
It can also be called
informative assessment as it
provides information to the
teacher on the performance of the
learners as they go through the
learning experience.
For effective implementation of formative
assessment in the classroom, it has to be
planned and be strategic. By the very nature of
formative assessment, it is an ongoing
assessment of learner performance and should
provide the teacher with valuable information
about their progress. As they are usually not
graded, formative assessment strategies are
mainly used to guide instruction.
A formative assessment system to be used in
the classroom tries to answer the following
questions:
Where am I going?
Where am I now?
What can I do to get where I need to go?
WHERE AM I GOING?
Learners must be able to know what the learning
objectives are or what the general goal of the lesson is to
give them an idea of what is expected of them in the
lesson or unit. The learning objectives must describe the
knowledge, skills, and understandings that the learners
will learn and aim for in the lesson. The teacher should
also describe the criteria that would indicate mastery of
the competency. They could be worded in the view of the
learner for them to a have a sense of ownership of it.
Example of these objectives could be:
I can identify a sequence of events
(beginning, middle, and end) in a story.
I can draw and write sentences about these
actions using signal words to indicate the
sequence.
WHERE AM I NOW?
This should be able to give the learners an idea where they
are in reaching the learning objective and they should be given
regular checks on progress on their way. These check the
learners' understanding and let the teacher glimpse at the
progress of the learners. These checks need not be formal nor
should be left at the end of the unit. lesson, or year. Though
common pen and paper quizzes are useful in checking the
understanding of the learners, the teacher could be more
creative in implementing more formative assessment
strategies.
Some of these could include:
Oral recitation
Questioning
Project outputs
Surveys
Raising hands or thumbs
Writing activities
Writing could be an excellent
formative assessment strategy
because of the very nature of the
activity as a complex cognitive
process. It helps provide an idea on
how the learners think. This is where
good writing prompts will go along the
way to help the teacher gather
information.
As important as gathering
information to the learners' progress
is providing them with feedback to let
them determine how they are faring.
This is where the essence of feedback
comes in, as feedback provides the
learners with a picture about their
success and needs in order to improve
their performance.
FEEDBACK MUST HAVE
THE FOLLOWING TRAITS
IN ORDER TO BE
EFFECTIVE:
GOAL-REFERENCED
The feedback must be able to tell the
learner if they are on the right track in
attaining the learning objective or not.
TANGIBLE
The feedback should help the learners
learn from it and relate it to the learning
objective.
ACTIONABLE
The feedback must be concrete, specific,
and useful in the sense that the learners can
tell what to do next to improve performance.
USER-FRIENDLY
The feedback must be worded in a
language the learners can understand.
Making it too complicated or technical cannot
yield actionable response.
TIMELY
The feedback should be provided
at the right timing to give the learner
enough time to improve their work.
Examples of good feedback to
learners could include:
You have used precise language in this paper.
I saw the scenes from my mind's eye.
I got confused by your paper. You have a weak
thesis and you have failed to provide concrete
pieces of evidence in the succeeding
paragraphs.
WHAT CAN I DO TO GET WHERE
I NEED TO GO?
Teachers provide the learners with a plan
and activities to help them attain the learning
objectives, Using the data from the formative
assessment given to the learners, the teachers
can now use them to plan, to improve
instruction or make tweaks in his/her
strategies, and to help learners improve.
Meet The Group
John Mark Bulah Shella Salvador Arabella Bagaman Jennydhel Sanchez