Are We Using Formative Assessments Correctly?
|Above copied from Black and Wiliam|
This is where the problem lies. We often focus mainly on determining the needs and forget the second important part of tailoring our teaching to meet the needs that we find. In a recent paper published in the American Educational Research Journal, Carla Johnson and coworkers find that "master teachers implemented some aspects of formative assessment effectively and other areas were used much less frequently and/or effectively". What is unfortunate is that the areas often not implemented are: relating what is learned now with future goals (Learning Intentions and Criteria), and adapting the teaching to meet students' needs (Feedback on Instruction).
|Above copied from|
Johnson, C. C., Sondergeld, T. A., & Walton, J. B. (2019). A Study of the Implementation of Formative Assessment in Three Large Urban Districts. American Educational Research Journal. https://doi.org/10.3102/0002831219842347
Master teachers seem to be more focused on classwork like discussions, group work, and tests. What is sadly missing is looking forward and establishing a loop between where the student is and what the student and teacher should do.
The sad part is that this study only involves "master teachers". At this point, it is still not surprising to see teachers who do not even provide opportunities for students to gauge where they stand in a particular learning goal or task. And we are simply shocked when we find out where the students really are at the end of a school year.