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[Assessment 329] Re: Formative AssessmentAaron Kohring akohring at utk.eduThu May 11 09:58:07 EDT 2006
Marie, I hope any teachers or programs using EFF might share what they are doing. The EFF teaching/learning cycle embeds assessment (both formative and summative) within the teaching process. Aaron At 08:38 AM 5/11/2006 -0400, you wrote: >Hi everyone, > > > >Thanks for your post David subscribers: I m surprised that no one has >responded to David s post! Isn t one of our biggest conundrums/topics of >discussion the formative assessment versus summative assessment situation >(although we may not call it this)? In the on-line assessment course that >I facilitate, participants talked about this fairly in-depth, and pointed >out that formative assessment is what happens all the time in teachers >classrooms where the real substance of teaching and learning are >gauged. This has been touched on here before as well if you go to the >Assessment Archives at: > ><http://www.nifl.gov/cgi-bin/texis/webinator/search_discussions?cq=2>http://www.nifl.gov/cgi-bin/texis/webinator/search_discussions?cq=2 > > >and type formative assessment in the search box you get 21 entries. > > > >But David is looking for studies and further info there are nearly 500 >subscribers here so I m pretty sure someone has some resources to >share. And if not, you have your experiences to share. David said: > >I am interested in the details of how this is done, in examples of where >it is done especially well, and where it is systematically used. > > > >Perhaps this is a good place to start. Please let s hear from you, > >Thanks! > >marie cora > >Assessment Discussion List Moderator > > > > > >-----Original Message----- >From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On >Behalf Of djrosen at comcast.net >Sent: Wednesday, May 10, 2006 4:43 AM >To: assessment at nifl.gov >Subject: [Assessment 328] Formative Assessment > > > >Assessment colleagues, > > > >The term ¨formative assessment" may not be familiar to many of us working >in adult literacy education in the United States. It is more widely used >in Europe, and possibly in Canada, Australia and New Zealand, and more >common in elementary and secondary education. I am quite interested in >this topic and would be interested to learn about examples in adult >literacy education in the U.S., especially of systematic formative assessment. > > > >So, what is formative assessment? > > > >It's the opposite of summative assessment. Its focus is assessment _for_ >learning; whereas summative assessment's focus is assessment _of_ >learning. Formative assessments give teachers and learners information >about learners' goals and objectives, about how they are progressing >toward them, about what methods do -- and do not -- work for them. >Formative assessments are carried out by a learner on her/his own >(self-assessment) , by a group of learners (peer assessment) by a teacher >and learner together, and possibly by a learner and a counselor or intake >worker. Formative assessments are not usually standardized tests. They do >not usually result in a grade, official score or certificate. They provide >information for decision-making by learners and teachers, often together, >about the learning itself. Some people in the U.S. use the term " >alternative assessment," or are familiar with one formative assessment >process referred to as "portfolio assessment." S ome te achers, when they >understand what "formative assessment" means say "Yes, of course, I do >this all the time. It's part of the learning process. I just don't have a >name for it." > > > >I am interested in the details of how this is done, in examples of where >it is done especially well, and where it is systematically used. I am >especially interested because I am doing a case study right now on how >formative assessment is being used in Belgium, part of a larger OECD study >being carried out in several countries where formative assessment is used >in adult literacy education. I am also interested because there is >evidence from elementary and secondary education research that formative >assessment works, that is, that its use results in higher student achievement. > > > >If you use a formative assessment process in your classroom, or if you >have studied formative assessment and/or if you know of good studies of >formative assessment, please let us all know -- here -- or email me a ><mailto:djrosen at comcast.net>djrosen at comcast.net. > > > >David J. Rosen > >newsomeassociates.com > ><mailto:djrosen at comcast.net>djrosen at comcast.net > > > > >------------------------------- >National Institute for Literacy >Assessment mailing list >Assessment at nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/assessment Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection (http://ldlink.coe.utk.edu/) Moderator, National Institute for Literacy's Content Standards Discussion List (http://www.nifl.gov/mailman/listinfo/Contentstandards) Coordinator, Equipped for the Future Websites (http://eff.cls.utk.edu/) Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu
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