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The formative purpose: assessment must first promote learning CCSSO 35th Annual National Conference on Large-Scale Asse

Formative' is a function, not a kind of assessment. The same assessment can serve both formative and summative functionsWhether an assessment is formative doesn't depend onWho wrote the assessmentWho administers the assessmentWhere it is administeredWho scores the assessment. Functions of assessment.

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The formative purpose: assessment must first promote learning CCSSO 35th Annual National Conference on Large-Scale Asse

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    1. The formative purpose: assessment must first promote learning CCSSO 35th Annual National Conference on Large-Scale Assessment San Antonio, TX; June 2005 Dylan Wiliam ETS dwiliam@ets.org

    2. ‘Formative’ is a function, not a kind of assessment The same assessment can serve both formative and summative functions Whether an assessment is formative doesn’t depend on Who wrote the assessment Who administers the assessment Where it is administered Who scores the assessment

    3. Functions of assessment For evaluating institutions For describing individuals For supporting learning Monitoring learning Whether learning is taking place Diagnosing (informing) learning What is not being learnt Forming learning What to do about it

    4. Assessment must first promote learning Evidence collected for formative purposes can be aggregated to support summative inferences Evidence collected for summative purposes can rarely be disaggregated to support learning

    5. Formative assessment

    6. Effects of formative assessment Several major reviews of the research Natriello (1987) Crooks (1988) Black & Wiliam (1998) Nyquist (2003) All find consistent, substantial effects, typically of the order of an extra 4 months growth per year

    7. Aspects of formative assessment

    8. Kinds of formative assessment Long-cycle FA 6 to 10 week cycle Medium-cycle FA 1 to 3 week cycle Short cycle FA 5 seconds to 2 day cycles

    9. Long-cycle formative assessment Focus: curriculum alignment Advantages Straightforward to implement Visible response to NCLB challenges Disadvantages Feedback arrives too late to affect learners Broad focus Poor reliability at standard-level Better for monitoring than diagnosis Limited evidence of impact on student achievement

    10. Short-cycle formative assessment Focus: pedagogy Advantages Feedback can impact practice Narrow focus (high reliability at standard level) Potentially formative Strong evidence of impact on student achievement Disadvantages Lack of visibility as response to mandates Subtle changes to practice

    11. Two approaches to change

    12. Kinds of coherence Alignment of practices with assessments Narrow sense: better test preparation Broad sense: focus on big ideas Teacher judgments contribute to high-stakes assessments Evidence elicitation Evidence identification

    13. A question

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