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All educators have heard
of formative and summative assessments. From a 20th century
perspective, formative assessments were commonly thought of as
"quizzes" and summative assessments were thought of as "unit
tests" and/or "finals".
However, with the paradigm shift
of 21st century teaching we gain a broader perspective of formative assessments. Some teachers have even dabbled in renaming
"quizzes" to names such as "quick checks" or
"quests" (indicating a quest of knowledge). However, before we
can truly choose a student friendly name for formative assessments we need to
examine why they even exist.
So, what is the purpose
of formative assessments? Rick Wormeli (2010) states in his video Assessment
and Grading in the Differentiated Classroom that
formative assessments have "the greatest impact on student
achievement" and he reiterates this by stating students cannot learn
"without formative assessments and the feedback that comes from it".
Formative assessments
should not be for the purpose of putting points in the grade book simply to
move forward to the next objective. Instead it should be a snapshot of each student’s
current reality regarding the learning
objectives. Therefore, I call formative
assessments “reality checks” and ask students, as well as myself, “What’s your
reality today?”
Reality checks are the
way in which we measure where students
are at so that they can grow from there. Students must be taught to
self-evaluate their level of understanding on reality checks as well as how to
verbalize their learning needs. Assigning points is not the purpose of formative assessments. Descriptive feedback and teacher student conversations are catalysts for student growth. When we focus on detailed feedback and speaking with students about the progress of their learning, we create a paradigm shift from point chasing to knowledge seeking.
In Rick Wormeli's (2010)
a fore mentioned video he poses the question, "Can kids learn without
grades?" His resounding response
is, "Yah!"
Students can learn
without grades if:
- learning goals, objectives and levels of understanding are made clear
- process is valued over product
- descriptive feedback is the steering wheel for instruction
Teachers need to define and
make known to students what they need to
know and be able to do regarding each level of understanding. In the
grade book descriptive feedback creates snapshots of a student's understanding
of goals and objectives throughout a unit. These snapshots guide
instruction and further serve as indicators as to what students know and are
able to do in regards to the learning goals.
While this article can
continue on in many directions, for now let's stick to formative assessments
for the purpose of assessing the reality of student learning in your classroom!
What is your current
reality for formatively assessing student learning?
For your reality check, finish one of the following statements:
- I am still holding on to 20th century quizzes
because...
- I have started to shift to 21st century formative
assessments, but I still....
- I have made the paradigm shift regarding 21st century
formative assessments and my next step is....
Reality checks should be
an authentic reflection of student learning in order to create opportunities
for growth from each student’s level of understanding. Reality checks are your GPS to
differentiating for student learning; depending on where students are at will
depend on the route they need to take.
Wormeli, R. (2010) Assessment
and Grading in the Differentiated Classroom: Formative and Summative
Assessment Critical Feedback for Learning [video file]
Retrieved from http://www.youtube.com/watch?v=rJxFXjfB_B4
