Formative+Assessment

=Formative Assessments= Richard DuFour, in his book //Learning by Doing,// defines formative assessments as "assessments that measure a few things frequently. These timely in-process measurements can inform teachers individually and collectively regarding the effectiveness of their practice. Furthermore, these teacher made assessments identify which students have learned each skill and which have not, so that those who are experiencing difficulty can be provided with additional time and support for learning. When done well, they advance and motivate, rather than merely check on student learning. The clearly defined goals and descriptive feedback to students provide them with specific insights regarding how to improve, and the the growth they experience helps build their confidence as learners (Stiggins, 2002). These timely [and frequent] team assessments, when combined with classroom teachers' skillful ongoing assessment of student proficiency in precise skills on a daily basis, create a powerful synergy for learning" (55).

List all existing assessments currently in use and ask: Are they necessary? To what extent do they help diagnose student needs and inform future teaching and learning? These steps will almost certainly take more time than preparing student tests.

 What is the purpose of Formative Assessments?

Level 1
A Sequence for Designing Common Formative Assessments

Level 2
How can we engage students in the formative assessments process?