entity.” (Hall, 2014). There are different methods of approaching formative assessments within a lesson. Assessments can include “students assessing themselves, peers, or even the instructor, through writing, quizzes, conversation, and more. In short, formative assessment occurs throughout a class or course, and seeks to improve student achievement of learning objectives through approaches that can support specific student needs.” (Theal and Franklin, 2010, p. 151).
Having different kinds of formative assessments can make for a variety of questions to be asked of the learner. In order to really encourage the learning process and development of knowledge, it is best to go with high-level formative assessments. A high-level assessment would encourage students to recall information they have learned, have open discussions amongst the class or even have to refer to their textbook to find the answers. These would be guided by open ended questions. A low-level assessment would be in the form of a closed ended question, typically a yes or no question. This does not encourage student to need to explain themselves and how they go their answer. It is important to ask the open ended questions to create a better understanding of the learning material and for the teacher to better see what needs to be improved upon.
References Hall, Macy. (2014). The Characteristics of High-Quality Formative Assessments. From: The Innovative Instructor Theall, M. and Franklin J.L. (2010). Assessing Teaching Practices and Effectiveness for Formative Purposes. In: A Guide to Faculty Development. KJ Gillespie and DL Robertson (Eds). Jossey Bass: San Francisco, CA.
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- Fall '16
- Educational Psychology, Formative assessment