An Introduction to Formative Assessment
Assessment is a powerful tool that is used for a variety of purposes, including monitoring student progress, evaluating student achievement, making instructional decisions, and evaluating curriculum (NCTM 1995). When used as an integral part of teaching and learning, purposeful assessment gauges student progress and provides information to make instructional decisions.
Implementation of the CCSSM and the accompanying assessment consortia provide an opportunity to focus on two purposes of assessment: monitoring student progress, and making instructional decisions. Both of these purposes call for formative assessment. According to Black, Harrison, Lee, Marshall, and Wiliam (2004), formative assessment is any assessment task designed to promote students’ learning. Moreover, Black et al. (2004) stated that:
An assessment activity can help learning if it provides information that teachers and their students can use as feedback in assessing themselves and one another and in modifying the teaching and learning activities in which they are engaged. Such assessment becomes ‘formative assessment’ when the evidence is actually used to adapt the teaching work to meet learning needs. (p. 10)
Submitted: 11/29/2011 05:08:24 PM | Published: 9/17/2012 03:30:49 PM Developing Assessments for the Common CoreAudience:
Administrators, Teacher Educators, Curriculum Devlopers, Educators
A means of assessment is being developed to accompany the implementation of the Common Core State Standards. Two assessment coalitions, Partnership for the Assessment of Readiness for College and Career (PARCC) and Smarter-Balanced Assessment Consortium (SBAC), have obtained federal grants to develop assessment tools and presented drafts of these tools at a recent conference. The PARCC and SBAC presentations are both available on the NCTM website.
The Partnership for Assessment of Readiness for College and Careers (PARCC), SMARTER Balanced Assessment Consortium (SBAC)
Submitted: 7/14/2011 05:30:20 PM | Published: 9/17/2012 03:27:39 PM Supporting Implementation of the Common Core State Standards for Mathematics: Recommendations for Professional Development
Audience: Teacher Educators, Administrators
In November 2011, North Carolina State University and the National Science Foundation published a summary report outlining nine recommendations to support large-scale, system-level implementation of professional development initiatives aligned with the Common Core State Standards for Mathematics (CCSS-M). The design recommendations span creating, sustaining, and assessing professional development systems for practicing mathematics teachers and were generated from the coordination of research-based knowledge in different but related fields. The recommendations are built on state-of-the-art research findings from mathematics education, professional development, organizational theory, and policy.
Source: North Carolina State University (NCSU), National Science Foundation (NSF)
Submitted: 11/29/2011 05:00:20 AM | Published: 10/16/2014 01:20:54 PM