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The document outlines the concept of formative assessment, emphasizing its role in improving student outcomes and promoting active learning through feedback and self-regulation. It presents five key strategies for effective formative assessment, including clarifying learning intentions, effective questioning, providing constructive feedback, peer assessment, and encouraging student ownership of learning. The importance of consistent implementation and teacher commitment is highlighted as essential for fostering a positive learning environment.

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Judith Pagba Caballero
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3 views36 pages

EMBEDED

The document outlines the concept of formative assessment, emphasizing its role in improving student outcomes and promoting active learning through feedback and self-regulation. It presents five key strategies for effective formative assessment, including clarifying learning intentions, effective questioning, providing constructive feedback, peer assessment, and encouraging student ownership of learning. The importance of consistent implementation and teacher commitment is highlighted as essential for fostering a positive learning environment.

Uploaded by

Judith Pagba Caballero
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 36

Title: Embedded Formative

Assessment
Subtitle: Based on the
work of Dylan Wiliam
Prepared by: Judith
Caballero
Date: January 25, 2025
What is Formative Assessment?
● A process used by teachers to gather
feedback on student learning.
● Helps identify learning gaps and adjust
teaching strategies accordingly.
Dylan Wiliam's Definition
● Formative assessment is: “A process used by
teachers and students to provide evidence of
learning to adapt teaching and learning strategies
Why is it Important?
○ Improves student outcomes.
○ Promotes active learning
and engagement.
○ Encourages a growth
mindset.
Five Key
Strategies
1. Clarifying, sharing, and understanding
learning intentions and criteria for success.
2. Engineering effective classroom
discussions, questions, and learning tasks.
3. Providing feedback that moves learning
forward.
4. Activating students as instructional
resources for one another.
5. Activating students as owners of their own
learning.
Strategy 1 – Learning Intentions &
Success Criteria
-Clarifying, sharing, and understanding learning
intentions and criteria for success.
● Clearly communicate objectives to students.
● Use success criteria to guide students.
Why Clarifying Learning Intentions is
Important?
Overall, the research reviewed in the chapter
shows that teachers should make sure students
understand the objective behind the activities they
perform in class and what counts as quality work.
How Do You Best Communicate
Learning Intentions and Success
GivingCriteria
studentsto Students?
time to think through
and discuss with others what the
rubrics might mean in practice and
applied to their own work – this is the
type of work that will best help to
communicate learning intentions to
students.
How to Clarify a Learning Intention and
Not Confuse it With a Learning Context?
As teachers, we sometimes confuse
learning objectives with learning
contexts. Once we teach students
something, we are not interested in
students replicating exactly what we
have taught them, we are interested
in students applying what we have
Some Issues in Constructing Learning
Intentions (Objectives) and Success
Criteria
1. Scoring Rubrics(Rubrics)
-- Task-Specific vs.
Generic?
● it is best to use generic rubrics for
formative assessment. Then use a
more task-specific rubric for the
summative assessment to outline
more specifically what students must
Some Issues in Constructing Learning
Intentions (Objectives) and Success
2. Success Criteria
Criteria –(Rubrics)
Product-Focused vs.
Procesed-Focused Criteria?
● For formative assessment, provide
students with process success criteria
in order to help them bring about the
product success criteria you expect
for summative assessment.
Some Issues in Constructing Learning
Intentions (Objectives) and Success
3. Learning Criteria
Intentions (Rubrics)
and Success Criteria -
Official vs Student-Friendly Language?
● presenting them to students in student-
friendly language, and there are certainly
benefits to this approach. However, keep in
mind that it is important for students to come
to understand the vocabulary and the
“official” language that define each discipline
Practical Techniques:
● Co-construct rubrics using sample pieces of
student work.
● Have students compare their own work to
exemplary student work.
Benefits:
● Aligns student expectations.
● Improves focus and self-regulation.
Strategy 2: Effective Questioning
Engineering effectiveTechniques
classroom discussions, questions, and
learning tasks.
● Open-ended vs. closed questions.
● Wait time to encourage deeper thinking.
Practical Techniques:
I. Eliciting Evidence of Learning from Individual
Students.
❖ Random Calling
❖ Interpretive Listening
❖ Question Shells
Practical Techniques:
II. Eliciting Evidence of Learners from the
Entire Class – All-Student Responses
❖ Hand Signals
❖ ABCD Cards
❖ Mini Whiteboards
❖ Exit Passes
Other Techniques:
● Think-Pair-Share
● Cold calling
● Socratic questioning
Benefits:
● Encourages deeper understanding.
● Helps teachers identify misconceptions.
Strategy 3: Feedback that Moves
Learning Forward
-Providing Feedback That Moves Learning
Forward
Feedback should be:
● Clear, specific, and actionable.
● Focused on improvement, not just
performance.
● Timely and constructive.
Factors That Affect Whether Feedback
is Effective
● Scores and Constructive Comments
● Praise
● Timing
● Scaffolding
● Action Oriented
Feedback Sometimes LOWERS
Performance
There are four possible responses:
(1)The recipient of the feedback may change the goal,
like when a student decides to settle for a B.
(2) The recipient may abandon the goal altogether,
stating for example, “I am no good at math.”
(3) The recipient may reject the feedback altogether. In a
workplace this may mean lowering one’s commitment.
(4) The recipient may change his or her behavior to
improve performance -the one response intended by the
person giving
Examples of Effective Feedback:
● "You have shown a good
understanding of X, but consider
improving Y by..."
● Use of formative comments instead
of grades.
Strategy 4: Peer Assessment &
Collaboration
-Activating students as instructional resources
for one another.
● Encouraging students to provide
constructive feedback to peers.
Techniques:
● Peer review checklists.
● Collaborative projects.
Practical Techniques:
● C3B4ME
● Peer Evaluation of Homework
● End-of-Topic Questions/Summary
● If You’ve Learned It, Help Someone Who
Hasn’t of peer learning:
Benefits
● Builds communication and critical thinking
skills.
● Reinforces understanding through teaching
Strategy 5: Activating students as
owners of their own learning.
-In other words, using the technique of self-
assessment had almost doubled the rate at
which
students were learning!

● Encouraging students to reflect on their own


learning progress.
Factors on how to reflect on their own
learning progress:
● Self-Regulation
-the emotions and actions – has to do
with whether the learner has the
motivation or volition to achieve the
learning goal.
Teachers can help with these two parts by
considering the following:
● Metacognition – Helping students recognize
their cognitive resources
-Metacognition means simply knowing what you
know.
● Motivation – Helping students stay motivated to
learn
-Much of the writing about motivation treats it
as a substance that some students have a lot of
and others don’t and there is not
How Teachers Can Support Self-Regulation
1. Share learning goals with students so they are
able to monitor their own progress toward them.
2. Promote the belief that ability is incremental
rather than fixed so they will be willing to devote
energy to improvement.
3. Make it more difficult for students to compare
themselves with other students in terms of
achievement. One way to do this is to give
constructive comments rather than grades.
How Teachers Can Support Self-Regulation

4. Provide feedback that contains a recipe for


future action rather than a review of past
failures.
5. Use every opportunity to transfer executive
control of the learning from the teacher to the
students to support their development as
autonomous learners.
Practical Techniques:
● Traffic Lights
● Red/Green Discs
● Colored Cups
Tools:
● Learning journals.
● Goal-setting worksheets.
Benefits:
● Increases motivation and independence.
● Encourages a growth mindset.
Practical Implementation in the
Classroom
● Regular formative assessments (quizzes, exit
tickets).
● Using technology (Google Forms, Kahoot).
● Encouraging a classroom culture of feedback.
Challenges:
● Time management.
● Balancing with summative assessments.
Tips for Teachers:

● Start small – focus on one strategy at a


time.
● Involve students in the assessment
process.
● Use feedback loops to refine instruction.
● Foster a safe environment for making
mistakes and learning.
Conclusion:

○ Formative assessment is a powerful


tool for improving learning.
○ It requires consistent implementation
and teacher commitment.
○ Encourages student engagement,
motivation, and better outcomes.
References:

● Wiliam, D. (2011). Embedded Formative


Assessment. Solution Tree Press.
● Black, P., & Wiliam, D. (1998). Inside the
Black Box.
● Additional educational articles and
resources.
Key Takeaway:

“Assessment is not just about


measurement; it’s about
improving learning.”
Thank you
Do you have any questions?

very
much!
CREDITS: This presentation template was
created by Slidesgo, and includes icons by
Flaticon, and infographics & images by Freepik

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