Understanding the Formative Assessment Process

The video explains the formative assessment process, highlighting its role in adjusting teaching and learning strategies during instruction. It contrasts formative assessments, which occur during learning, with summative assessments, which evaluate learning after it has occurred. The video uses an Olympic athlete analogy to illustrate formative assessment in practice and describes its application in the classroom. Key attributes include clarifying learning goals, eliciting student thinking, interpreting evidence, and taking action. The process is shown to accelerate learning by addressing gaps in real time, supporting high-quality teaching, and preparing students for future success.

What is the main difference between formative and summative assessments?

• Formative assessments are for learning, while summative assessments are of learning.

• Formative assessments are used only by teachers, while summative assessments are used by students.

• Formative assessments occur after learning, while summative assessments occur during learning.

• Formative assessments are final tests, while summative assessments are ongoing processes.

How does the analogy of Olympic athletes relate to formative assessment?

• Athletes compete in the Olympics to showcase their skills.

• Athletes use feedback during practice to improve, similar to formative assessment.

• Athletes only rely on their coaches for improvement.

• Athletes do not need to evaluate their performance.

In the classroom, how can formative assessments be identified?

• They are always in the form of quizzes.

• They are used to sum up students' learning.

• They inform next steps for students and teachers.

• They are only used at the end of a term.

What is the first step in the formative assessment process?

• Summarizing student performance

• Clarifying intended learning

• Taking action

• Interpreting evidence

Why is it important to gather evidence of student thinking?

• To compare students with each other

• To make informed decisions about next steps

• To prepare students for exams

• To create a competitive environment

What is a creative way to elicit information about student thinking?

• Only using written tests

• Observing and questioning students

• Ignoring student feedback

• Using only computer-based assessments

How should evidence be interpreted in the formative assessment process?

• Without any specific criteria

• According to specific learning goals and success criteria

• Using the same criteria for all subjects

• Based on general criteria

What is the final attribute in the formative assessment process?

• Eliciting evidence

• Clarifying learning goals

• Interpreting information

• Taking action

Why is it important to use all four attributes of the formative assessment process together?

• To ensure students are tested frequently

• To reduce the number of assessments

• To accelerate learning by addressing gaps in real time

• To make teaching easier for teachers

How do formative assessments support high-quality teaching?

• By focusing only on final exams

• By ignoring student feedback

• By working with interim and summative assessments

• By reducing the number of classroom activities