Assessment and Evaluation

Written By Zoe Langlois

The Applications of Formative Assessment

Popham implies that there are five different scenarios to use formative assessment to enhance student learning

1. To make an immediate instructional adjustment

2. To make a near-future instructional adjustment

3. To make a last-chance instructional adjustment

4. To make a learning tactic adjustment

5. To promote a classroom climate shift

Application 1: For Immediate Instructional Adjustments

Using formative assessment to make an immediate instructional adjustment means the teacher gathers data, analyzes it, and decides whether or not to change instruction right then during that teaching period. The positive aspect to this instructional adjustment is that it allows teachers to diagnose, address, and correct students’ misconceptions instead of letting their students continue believing these misconceptions. If the teacher waits until the following class it will be far more difficult to correct the misunderstanding. But while this is a clearly useful application of formative assessment, it would require a lot more preparation by the teacher to think of how to proceed if the students do not understand the concepts being taught. I have used this type of formative assessment many times during lectures in my English classroom. I have found it very effective for determining whether my balanced literacy lesson plans are allowing my students to reach the curriculum goal I am attempting to teach in their current format, or if they are perhaps too challenging.  I sometimes will adjust the independent work to be in the format of pair or group work if many of the my students are struggling. This application is effective for diagnostic assessment during read alouds, or mini writing lessons during carpet time. I also use application one for teacher/student reading conferences or literacy circles to help students reach their fluency goals individually right then and there.

Application 2: For Near-Future Instructional Adjustments

Applying the formative assessment process to make a near-future instructional adjustment involves the teacher collecting assessment evidence of students’ work during a longer-term instructional aim for the purpose of determining what to do better or differently in the next few class sessions. In other words, a teacher can create a short questionnaire in the middle of a group project to view whether their students truly understand the concepts being taught and if a lack of understanding occurs the teacher can take action and assign peer support for the students who are not comprehending. At that point, they would have time for additional analyses. They could  think through potential instructional options in light of their findings, and can plan accordingly. In application two there are many different varieties of assessment that can be used in the balanced literacy program. One that I particularly enjoyed was a video I found where a teacher used a 'climb every mountain reflective book.' The student can reflect whether they have met their learning goal and climbed the mountain or if they are still climbing. This application also allows for peer review circles and the use of the buddy reading.

Application 3: For Last-Chance Instructional Adjustments

In the last minutes of a unit plan, when a teacher wants to discover whether students have mastered the target aspects of the curriculum, that teacher may apply formative assessment for the purpose of last-chance instructional adjustments. Instructional time still remains, and if the assessment determines that students are not at the completion point, the teacher can provide additional or different instruction designed to get students back on track before the unit’s scheduled summative assessment. This application of the formative assessment is often associated not just with the ends of units but also with the approach of a test. It has occurred to me on few occassions while marking my students’ work that I have come across more than a few students who, determined by the results, have not grasped the ‘point’ of one of my lessons and this is most unsettling to me. When this has happened I have had to choose whether to continue onto the next concept and modify it to have a larger review of previous concepts at the beginning, or to go back and redo this lesson with perhaps more student interaction. I have also at some points taken some students aside at recess for extra individual help.This is where the collaborative groups can come in handy. Balanced literacy allows for many chances for last-chance adjustments.

Application 4: For Learning Tactic Adjustments

The fourth way that formative assessment can be used is for the purpose of enabling students to do self-assessment and decide whether they need to change the approach they are using to learn. “ Although this fourth application of formative assessment revolves around what students do, the teacher’s role is significant. It’s the teacher who establishes the expectation and the conditions so that each student can monitor his or her own learning progress and decide whether or not to make a learning tactic adjustment.” (Popham 9) I have never used this type of formative assessment but I am intrigued to use it in my future classroom. I am not completely convinced that students are able to re-adjust their learning tactics on their own. I feel like this type of formative adjustment may be better suited in a group evaluation format.

Application 5: For Promoting a Classroom Climate Change

The author emphasizes that it is essential to follow these steps when using this type of formative assessment:

1. A change in learning expectations. It is no longer assumed that substantial learning is only possible for well-motivated students who possess the innate ability to learn. The teacher and the students see learning as likely for all students, irrespective of how “smart” any student happens to be.

2. A change in the locus of responsibility for learning. It is no longer assumed that the teacher is solely responsible for students’ learning. The teacher and students agree that students bear signifi cant responsibility for their own learning and for the learning of their classmates.

3. A change in the role of classroom assessment. Classroom tests are no longer viewed as the one means of assessment, or to motivate students to learn. Instead, classroom assessments are seen by teachers as the means to gather evidence necessary to inform instructional adjustments and by students as the means to gather evidence to make learning tactic adjustments. Therefore the vast majority of classroom tests are not graded at all.