30 Questions
What is a key characteristic of high-level formative assessment?
It is implemented in a supportive and trusting environment.
What is the primary source of motivation in high-level formative assessment?
Both intrinsic and extrinsic motivation.
What type of feedback is typically provided in high-level formative assessment?
Immediate and specific feedback.
What is the role of students in high-level formative assessment?
Students have an integral role in the assessment process, including self-assessment and self-regulation.
What is the purpose of instructional adjustments in high-level formative assessment?
To adjust instruction based on student learning needs.
What is the primary focus of high-level formative assessment?
To track student progress during instruction.
What is the primary purpose of feedback in the formative assessment process?
To inform and guide students in making changes to their learning
What is the outcome of instructional/learning adjustments in the formative assessment process?
New evidence of student learning is gathered
What is the key characteristic of formative assessment that distinguishes it from other types of assessment?
It involves carefully gathering and interpreting evidence to inform instruction
What is the difference between low-level and high-level formative assessment?
Low-level is rudimentary, while high-level is more comprehensive
What is the role of student self-evaluation in formative assessment?
It is an optional component of formative assessment
What is the purpose of the cycle of formative assessment?
To inform instruction and improve student learning
What is the most effective type of formative assessment in increasing student achievement?
Embedded formative assessment
According to Heritage (2013), what is the purpose of 'evidence collecting strategies'?
To monitor student progress and adjust instruction
Why is it important for teachers to use diverse learning opportunities with various tasks?
To provide evidence of student understanding
What should a teacher do when delivering instruction?
Monitor student behavior and adjust teaching
What is the main difference between embedded and large-scale assessments?
The impact on student learning and achievement
What is the purpose of teachers' continuous monitoring during instruction?
To monitor student progress and adjust instruction
What is the primary purpose of embedded formative assessment?
To inform instruction and make immediate adjustments
What type of evidence is typically gathered through embedded formative assessment?
Student dialogue and answers to oral questions
What is the main difference between on-the-fly and planned embedded formative assessment?
The level of preparation
When is feedback typically provided in summative-based formative assessment?
Delayed until the next instructional period
What is the characteristic of embedded formative assessment that sets it apart from summative-based formative assessment?
It is informal and spontaneous
What is the primary advantage of using embedded formative assessment?
It allows for immediate instructional adjustments
What is the primary purpose of summative-based formative assessment?
To document and report student learning, and to provide feedback to improve learning
What is the main difference between planning a seatwork task and circulating among students to hear comments and give feedback?
The type of evidence collected to improve learning
How often are large-scale tests typically given?
Every nine or so weeks
What is the main characteristic of classroom summative-based formative assessments?
They are teacher-designed and implemented, and focused on units or chapters
What is the purpose of using a more formal or traditional measure of achievement in summative-based formative assessment?
To document and report student learning, and to provide feedback to improve learning
How many types of summative-based formative assessments are there?
3
Study Notes
Formative Assessment Characteristics
- High-level formative assessment integrates ongoing gathering of evidence, feedback, and instructional/learning adjustments in a supportive and trusting environment.
- It involves developing student self-assessment and self-regulatory skills, mastery goal orientation, effort attributions, and independent learning.
Low-level and High-level Formative Assessment
- Low-level formative assessment is rudimentary, involving simple feedback and little emphasis on student self-evaluation.
- High-level formative assessment is more effective, involving ongoing gathering of evidence, feedback, and instructional/learning adjustments.
Characteristics of Formative Assessment
- Evidence of student learning is gathered continuously.
- Feedback is immediate and specific.
- Instructional adjustments are flexible and unplanned.
- Students are involved in the process, and interactions are informal and trusting.
Types of Formative Assessment
- Embedded formative assessment is conducted in the context of day-to-day instruction, using spontaneous and planned assessment strategies.
- Summative-based formative assessment uses formal, structured assessments to provide evidence of learning and feedback.
Embedded Formative Assessment
- It involves continuous monitoring by teachers to ascertain student reactions to instruction and progress toward understanding content.
- Teachers use diverse learning opportunities, closely monitor student behavior, and provide immediate feedback.
- There are two types: on-the-fly (spontaneous) and planned embedded formative assessment.
Summative-Based Formative Assessment
- It uses formal, structured assessments to document and report student learning, and provide feedback to improve learning.
- There are three types: classroom, common, and large-scale assessments.
Learn how instructional feedback supports student learning, corrects misconceptions, and guides students to make changes and adjustments. Understand the importance of feedback in the learning process.
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