1. By: Kiristina Graf
ED340
Spring 2016
Kirisitina Graf
SPRING 2016
ED 340: Test & Measurements

2.  What is Formative Assessment
 Formative Assessment Process
 Elements of Formative Assessment
 Why use of Formative Assessment
 7 strategies of Formative Assessment
 Recommended Strategies
 What are the Benefits
 Research that support Formative
Assessment
 References

3. What is Formative Assessment?
 Popham (2008) defines formative assessment as “a
planned process in which teachers or students use
assessment-based evidence to adjust what they
are currently doing”
 FAST SCASS definition:
 Formative assessment is a process, not any
particular test. It is used not just by teachers but
by both teachers and students. Formative
assessment takes place during instruction. It
provides assessment-based feedback to
teachers and students. The function of this
feedback is to help teachers and students make
adjustments that will improve students'
achievement of intended curricular aims.

5. Elements of Formative Assessment
Identifying the gap
Feedback
Student Involvement
Learning Progressions

6. Why use Formative Assessment
 Represents evidence-based instructional decision
making. If you want to become more instructionally
effective, and if you want your students to achieve
more, then formative assessment should be for you.
 Helps teachers identify the current state of learners’
knowledge and skills; make changes in instruction
so that students meet with success; create
appropriate lessons, activities, and groupings; and
inform students about their progress to help them set
goals

7.  Information gained from formative assessment can help
a teacher determine:
(1) how to group students
(2) whether students need alternative materials
(3) how much time to allocate to specific learning activities
(4) which concepts need to be re-taught to specific students
(5) which students are ready to advance.

9. 7 Strategies of Formative Assessment
 Where am I going?Where am I going?
1. Provide a clear and understandable version of the
learning targets.
2. Use examples of strong and weak work.
 Where am I now?Where am I now?
3. Offer regular descriptive feedback.
4. Teach students to self-assess and set goals.
 How can I close the gap?How can I close the gap?
5. Design lessons to focus on one aspect of quality
at a time.
6. Teach students focused revision.
7. Engage students in self-reflection and let them
document and share their learning.

10. Recommended Strategies
Quick Write
Graphic Organizers
Cloze Writing
Think-Pair-Share or Write-Pair-Share
Entry/Exit Cards
Student Reflection

11. What are the Benefits
 Teachers can:
 Determine skills and standards
students already know and to
what degree
 Decide what monitor modifications
or major changes in instruction
they need to make so all students
can succeed in upcoming
instruction
 Create appropriate lessons and
activities for groups of learners or
individual students
 Inform students about their current
progress in order to help them set
goals for improvement
 Students can:
 Be more motivated to learn
 Take responsibility for their
own learning
 Become users of assessment
alongside the teacher
 Learn valuable lifelong skills
such as self-evaluation, self-
assessment, and goal setting

12. Research That Support Formative
Assessment
 1967—Michael Scriven introduces the term “formative assessment” to
indicate the evaluation of a program during the planning and developmental
stages and making changes in the program for the purpose of improvement.
 1971—Bloom, Hastings, and Maddus introduced the idea that assessment
not be used solely to make summative evaluations of student performance
but to formatively evaluate learning progress at different phases of teaching,
providing students with feedback and correction as a way to remediate.
 1977—Benjamin Bloom identified two essential elements of formative
learning: feedback for students and corrective conditions for all important
components of learning, which led to differentiated instruction.
 1989—Royce Sadler found that assessment is most effective when students
can monitor the quality of their own work through specific provisions that
are incorporated directly into instruction.

13. References
 Buchanan, T. (2000). The efficacy of a World-Wide Web mediated
formative assessment. Journal of Computer Assissted Learning, 16, 193-200
 Black, P., & William, D. (2003). In praise of educational research:
Formative assessment. British Educational Research Journal, 29(5), 623-637
 Formative Assessment for Students and Teachers (FAST). Retrieved from
http://www.ccsso.org/Resources/Programs
Formative_Assessment_for_Students_and_Teachers_%28FAST%29.html
 Melmer, R. Burmaster, E & James, T.K. (2008). The role of interim
assessments in a comprehensive assessment system: A policy brief. Retrieved
February 24, 2016 from
http://www.ccsso.org/publications/details/cfm? PublicationID_362
 Popham, W. J. (2008). Transformative assessment. Alexandria, VA:
Association for Supervision and Curriculum Development.
 Popham, J. W. (n.d.). Transformative Assessment. Retrieved February 29, 2016, from
http://www.ascd.org/publications/books/108018/chapters
Formative-Assessment@-Why,-What,-and-Whether.aspx
 Shepard, L. A. (2000). The role of assessment in a learning culture.
Educational Researcher. 29(7), 4-14
 Wininger, R. S. (2005). Using your tests to teach: Formative summative
assessment. Teaching Psychology. Retrieve from
www.teachingpsychology.com/formative/assessment.pdf