Rodolphe Maurel
Vanessa
Self-assessment
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Self-assessment
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Educators have many different definitions of formative assessment, so it can get confusing! To complicate things even more, there are many misconceptions1 about formative assessment. In this course, one of our goals is to <abbr title="couper court à">cut through</abbr> the confusion and <abbr title="trier, ranger, régler">sort out</abbr> the misconceptions, so you can choose wisely when it comes to maximizing instruction to increase1 student achievement.
Oftentimes, formative assessment is perceived as just one more thing that educators must do, something to add to the never-ending to-do list. Formative assessment gets this bad reputation when it’s mistakenly understood1 as <abbr title="encore">yet</abbr> another test or event to <abbr title="insérer, faire rentrer">squeeze in</abbr>.
<abbr title="cependant">However</abbr>, formative assessment is not a one-time event1, it’s a process <abbr title="intégrer">embed</abbr>ded into everyday instruction to give educators and students information needed to understand what comes next in the learning.
So maybe <abbr title="vous n'avez pas cru">you didn’t buy</abbr> into the misconception about formative assessment being a one-time event. Maybe it’s already second nature to you, that it’s a process embedded into daily instructional practice.</div><div class="virtualpage">
But did you know that there is an emotional component1 to formative assessment? Did you know that formative assessment also plays a role in keeping the students believing in themselves1 and builds confidence1?
Yes it does!
Not only is effective formative assessment about getting the educator more information to make better instructional decisions1 – it also keeps students believing that success1
is possible!
The formative assessment process is most effective1 when used in the instructional context for three things:
• to keep students understanding the achievement target1 they're working toward,
• to help them understand where they are <abbr title="par rapport à">relative to</abbr> the achievement target and,
• to help students understand how to close the gap1 between where they are and where they want to be.
What do these things have in common?
Yup, you guessed it!
Students!
It really is more than just a tool for the educator! </div><div class="virtualpage">
Another common misconception about the formative assessment process is that computer adaptive or technology-enhanced instruction1 automatically equates to formative assessment. Although these tools are able to identify where a student is relative to the learning target – the formative assessment process also includes knowing the target toward which they are aiming and information on how to close the gap!
It’s like that game of “hot and cold” where someone tells you that you’re getting warmer as you get closer to a hidden object that you’re supposed to find, or colder when
you’re moving farther away. That information isn’t very helpful, if you have <abbr title="aucune idée">no clue</abbr> what you’re looking for!
Another key point about formative assessment is that it’s about what you do with the data – not just getting the data! If you get the ingredients for a recipe and set them on the counter, the recipe is not going to make itself!
Just as the success of the chef in creating a tasty dish depends on the recipe and what he does with it, the teacher must select the appropriate data1 and use it correctly to inform her practice to create success in the classroom!</div><div class="virtualpage">
Now you’ve heard what makes formative assessment effective and you’ve heard some common misconceptions, but what’s a nice, concise1 definition that you can use to impress people at a party?
OK, maybe not at a party, but one you can use when talking to your colleagues?
The Michigan Department of Education supports the Council of Chief State School Officers’ (CCSSO) definition of formative assessment: Formative assessment is a process used by educators and students during instruction that provides feedback1 to adjust ongoing teaching and learning to improve students’ achievement of intended instructional <abbr title="résultats">outcomes</abbr>.
Want to make a HUGE difference in student achievement? Want to wow your students and their parents with their success?
Own this definition and make formative assessment the mantra in your classroom!
(And, of course, continue on in this course for some tips and tools on how to implement1 the formative assessment process.)
Now that you can see the advantages to implementing the formative assessment process, how do you do it? To help you implement the formative assessment process, the Michigan Department of Education has adopted seven strategies.
These strategies include self-assessment, peer assessment, goal setting, activating prior knowledge, transferring learning beyond the classroom, feedback and questioning.
The rest of the course will provide1 information about these strategies as well as a few technology tools1 that are used in the field to implement the various strategies.
Go get a beverage and a snack, and we’ll see you back for the next section!</div>
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