Formative assessment
A page within CATL Teaching Improvement Guide
Brief Description
Formative assessment refers to any diagnostic procedure in which a teacher collects and uses feedback about student learning—while students are in the process of learning new knowledge or skills, working on assignments or learning activities, etc. The purpose of formative assessment is to use feedback to modify teaching practices, course materials and learning activities to improve student learning. Think of using formative assessment as establishing a feedback loop in class by which the teacher can monitor and diagnose student progress and adjust instruction to improve the quantity, quality and efficiency of student learning.
Instructors may already use some types of formative assessment without recognizing it as such, e.g., diagnostic quizzes or drafts of student papers. Even help sessions held prior to major exams are a kind of formative assessment activity in which students demonstrate their understanding of material [feedback to the instructor] and the instructor can respond with constructive comments [feedback to students]. The table below describes additional types of classroom assessment techniques (a.k.a. CATs) which can help you collect timely feedback about student learning. The table also indicates which CATs are effective learning techniques in their own right. For example, the minute paper is used at the end of a class period; students are asked to write about the most important point they learned that day, and what remains least clear to them about the materials (sometimes called muddiest point). Based on students’ responses instructors can identify what students understand and don’t understand, and then decide how to address students’ emerging understanding in the next class [formative assessment]. In addition, the act of writing a minute paper can strengthen student understanding and memory [learning technique]. Research shows that trying to remember what one has just learned is a potent way to learn and remember material. Moreover, the act of identifying poorly understood material can help students monitor their own comprehension and to become aware of what they still do not know very well.
Examples
Resources
Cerbin, W. (2015). Formative assessment. In Teaching Improvement Guide. University of Wisconsin at La Crosse Center for Advancing Teaching and Learning. Retrieved from http://www.uwlax.edu/catl/teaching-guides/teaching-improvement-guide/how-can-i-improve/formative-assessment/. |