Cette leçon contient 48 diapositives, avec quiz interactif et diapositives de texte.
La durée de la leçon est: 60 min
Éléments de cette leçon
Key Debate
Jessica
Iris
Petra
Sara
Slide 1 - Diapositive
What is formative assessment?
Slide 2 - Carte mentale
Formative assessment
"All those activities undertaken by teachers and/or by their students, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged". (Black & William, 1998)
Slide 3 - Diapositive
Formative assessment should be an obligatory element in Dutch education
Slide 4 - Diapositive
The set up
Speaker 1: Jess (Affirmative)
Speaker 2: Sara (Opposition)
Speaker 3: Iris (Affirmative)
Speaker 4: Petra (Opposition)
Final thoughts of the affirmative
Final thoughts of the opposition
Slide 5 - Diapositive
Cycle of learning (life)
Slide 6 - Diapositive
Look familiar?
Slide 7 - Diapositive
Why formative assessment?
You learn from your mistakes instead of your grade!
Also the obvious:
Less work for teachers, grades go up, use of 21st-century skills, students become critical, students feel more successful, students are happier, are able to work in their own tempo, can apply to their own learning strategies and can become more motivated.. (SLO Slifhout, 2017)
Slide 8 - Diapositive
Slide 9 - Diapositive
What is it that we want students to achieve?
Don't we want to help them go through the process of learning?
Or stop the process by giving a grade and never learning what you did wrong?
Slide 10 - Diapositive
Too many summative tests are demotivating
Students are mostly extrinsically motivated (Dweck, 2006; Bokhove- van Wensveen, 2011)
Slide 11 - Diapositive
Formative assessment motivates!
Motivation:
Extrinsic (summative)
Intrinsic (combination of both) - Self-determination Theory
Rebuttal and arguments on types of feedback and its benefits
Slide 23 - Diapositive
Rebuttal
Formative assessment is a multi-faceted practice resulting in a multitude of definitions (Dunn & Mulvenon, 2009)
Assessment or evaluation?
All researchers agree that FA is assessment for learning (Black, 2015)
A multitude of definitions make it harder to produce empirical evidence supporting FA. (Dunn & Mulvenon, 2009)
Slide 24 - Diapositive
Feedup
What is feedup?
Pointing out learning aims
Appropriately challenging
Pointing out successcriteria
Rubrics
Why:
People want to know where they are going and when they have arrived
How:
PROVIDE EXAMPLES OF GOOD PRACTICE
Slide 25 - Diapositive
Feedback
What:
information regarding aspects of one’s performance or understanding Hattie and Timperley (2007)
How:
React on the process observed
In time
Consistent not confusing
Aim the feedback at the learning aims
React transparant, concrete and free of judgement
Make the student think/come up with something better himself
As often as possible (even after summative assessment)
Slide 26 - Diapositive
Benefits of feedback
Self regulated learning: Students learn how to learn
Improves the quality of the endproduct: feedback has shown to increase student achievement by 20%.
Makes learning visible: If we do not allow students to re-do work, we deny the growth mindset
Reduces test anxiety: Feedback has no evaluative component.
Boosts self-confidence: Half of the feedback should focus on what was done well
Slide 27 - Diapositive
Feedforward
(Moss and Brookhart , 2012)
How:
1st: Evaluation of the material and the instruction
2nd: Same instruction in a different manner
3rd: More challenging tasks
Why:
Students retrain and retain the material for future reference or the summative test
Opportunity to discuss better learning strategies
Opportunity to discuss better learning strategies
Slide 28 - Diapositive
Workload
FA can substitute 50% of summative tests
Teachers often spend more time creating and preparing for summative assessments whereas time is best spent on formative assessments to provide feedback and guide instruction.
La durée de la leçon est: 60 min
