formative-assessment-4

formativeassessment王艳飞学号：213107003DefinitionNotingthatinawidelycitedreview,thetermformativeassessmentdoesnothaveatightlydefinedandwidelyacceptedmeaning,BlackandWiliamoperateanumbrelladefinitionofallthoseactivitiesundertakenbyteachers,and/orbystudents,whichprovideinformationtobeusedasfeedbacktomodifytheteachingandlearningactivitiesinwhichtheyareengaged..CowieandBelldefineformativeassessmentastheprocessusedbyteachersandstudentstorecogniseandrespondtostudentlearninginordertoenhancethatlearning,duringthelearning.NicolandMacfarlane-Dick,whoemphasisetherolestudentscanplayinproducingformativeassessmentsstatethatformativeassessmentaidslearningbygeneratingfeedbackinformationthatisofbenefittostudentsandtoteachers.Feedbackonperformance,inclassoronassignments,enablesstudentstorestructuretheirunderstanding/skillsandbuildmorepowerfulideasandcapabilities.Thereareseveralpurposestoformativeassessment:1․toprovidefeedbackforteacherstomodifysubsequentlearningactivitiesandexperiences2․toidentifyandremediategrouporindividualdeficiencies3․tomovefocusawayfromachievinggradesandontolearningprocesses,inordertoincreaseselfefficacyandreducethenegativeimpactofextrinsicmotivation4․toimprovestudents'metacognitiveawarenessofhowtheylearn.5․frequent,ongoingassessmentallowsbothforfine-tuningofinstructionandstudentfocusonprogress.feedbackFeedbackisthecentralfunctionofformativeassessment.Ittypicallyinvolvesafocusonthedetailedcontentofwhatisbeinglearnt,ratherthansimplyatestscoreorothermeasurementofhowfarastudentisfallingshortoftheexpectedstandard.[6]NicolandMacfarlane-Dick,synthesisingfromtheliterature,listsevenprinciplesofgoodfeedbackpractice:1.Itclarifieswhatgoodperformanceis(goals,criteria,expectedstandards);2.Itfacilitatesthedevelopmentofself-assessmentinlearning;3.Itprovideshighqualityinformationtostudentsabouttheirlearning;4.Itencouragesteacherandpeerdialoguearoundlearning;5.Itencouragespositivemotivationalbeliefsandself-esteem;6.Itprovidesopportunitiestoclosethegapbetweencurrentanddesiredperformance;7.Itprovidesinformationtoteachersthatcanbeusedtohelpshapeteaching.Feedbackisacrucialcomponentofformativeassessment,andhastwoaspects.First,feedbackobtainedfromplannedorspontaneousevidenceisanessentialresourceforteacherstoshapenewlearningthroughadjustmentsintheirinstruction.Ifteachersuseevidenceeffectivelytoinformtheirinstruction,itwillrenderpreviousassessmentinformationoutofdate:studentlearningwillhaveprogressedandwillneedtobeassessedagain.Instructioncanagainbeadjustedtomakesurethatlearningisontrack.Second,feedbackthattheteacherprovidestostudentsisalsoanessentialresourcesothestudentscantakeactivestepstoadvancetheirownlearning.Inreality,thefeedbacktostudentscanbeunderstoodasinstructionalaction.Teacherfeedbackismostbeneficialwhenitassistsstudentstounderstandtheircurrentlearningstatusandprovideshints,suggestions,orcuesforthemtoacton.Theteacher’srolealsoinvolveshelpingstudentsdeveloptheskillstomakemetacognitivejudgmentsabouttheirlearninginrelationtothegoalbeingaimedfor,andtoestablisharepertoireofstrategiestoregulatetheirownlearning.Assessmentcanbedoneatvarioustimesduringaschoolyearandanassessmentstrategywillincludebothformativeassessmentandsummativeassessment.Thepointatwhichtheassessmentoccursdeterminesifanassessmentisformativeorsummative.formativeandsummativeassessmentSummativeSummativeassessmentsencompassalltheknowledgestudentsshouldhavelearnedaboutthatsubjectorunit,andtheyaremoreformal,suchastests,quizzes,essaysorprojects.Summativeassessmentsaredesignedtoallocategrades.Theyhappenattheendofateaching/learningcycle.FormativeFormativeassessmentsdeterminehowmuchstudentshavelearnedandhowmuchtheystillhavetolearn.Itcanbeinformalassignments,suchasquestion-and-answersessionsorhomework.Formativeassessments,ontheotherhand,arenotdesignedtoallocategradesandtheyhappenduringateaching/learningcycle.formativeandsummativeassessmentBenefitsofFormativeAssessmentsforTeachers(Boston,2002)[edit]1․Teachersareabletodeterminewhatstandardsstudentsalreadyknowandtowhatdegree.2․Teacherscandecidewhatminormodificationsormajorchangesininstructiontheyneedtomakesothatallstudentscansucceedinupcominginstructionandonsubsequentassessments.3․Teacherscancreateappropriatelessonsandactivitiesforgroupsoflearnersorindividualstudents.4․Teacherscaninformstudentsabouttheircurrentprogressinordertohelpthemsetgoalsforimprovement.Benefitsforstudents[edit]1․Studentsaremoremotivatedtolearn.2․Studentstakeresponsibilityfortheirownlearning.3․Studentscanbecomeusersofassessmentalongsidetheteacher.4․Studentslearnvaluablelifelongskillssuchasself-evaluation,self-assessment,andgoalsetting.FormativeassessmentinSecond/ForeignLanguageEducation:Asanongoingassessmentitfocusesontheprocess,ithelpsteacherstocheckthecurrentstatusoftheirstudents’languageability,thatis,theycanknowwhatthestudentsknowandwhatthestudentsdonotknow.Italsogiveschancestostudentstoparticipateinmodifyingorplanningtheupcomingclasses(Bachman&Palmer,1996).[23]Participationintheirlearninggrowsstudents’motivationtolearnthetargetlanguage.Italsoraisess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