Week 2 Formative Assessment

Feedback and Assessment

My understanding of feedback and assessment is that they are used an ongoing basis to assess a student on their growth and understanding of a topic been taught. I also believe that most of these assessment takes away learning time from the student in a different subject area, for e.g. a student as a state ELA test coming up, teachers seem to be more focus on that subject area because they want all student to do good and also the teacher wants a good rating. Overall I think feedback and assessment can be positive and negative on a student learning. Based on readings feedback and assessment can be both positive and negative. Feedback is used to enhance student learning and has no effect if there’s no learning context. Feedback such as praise is ineffective. Assessment: can be formative and summative, testing student understanding and modifying teaching. They are also geared to increase the focus on testing.

Formative assessment is used to improve teaching and learning e.g. by observation, homework, reflection on performance, and self-evaluation. " The aim of formative assessment is primarily to educate and improve student performance, not merely to audit it."  (Dixson, p.154). This article mention different form of formative and summative assessment in the classroom. Assessment should use to improve performances and should not seems like a consequence of not understanding or doing something right. The article Formative assessment and feedback mention that formative assessment should “invite learners engagement with the feedback”.(Havnes, p.21). Teachers when giving feedback should not only do it verbally but instead actively go through the work together with the student to increase student understanding.

Positive feedback increases student understanding and modifying the lesson. The article The Power of Feedback talk about feedback as part of a process of teaching and should have a learning context. “Feedback is not necessarily a reinforcer, because feedback can be accepted, modified, or rejected. Feedback by itself may not have the power to initiate further action. In addition, feedback is not only given by teachers, students, peers and so on, but can also be sought by students, peers and so on, and detected by the learner without it be intentionally sought”(Hattie, p. 82). I really like this sentence as it speaks on feedback; how it is received, sought, and accepted. I think the author is saying that feedback might not always be the answer and some topic just as to be rethought because giving feedback alone would not help the student to understand what was being thought. As a teacher, we need to understand when to give feedback and when to retaught a lesson. When there's a system in place for feedback e.g. raising a hand or going to an adult, a student will know when they need to seek help, this comes with good classroom management. 

Assessment, reading the article Formative and summative assessment in the classroom speaks on “What is working,” and “What needs to be improved.” (Dixson, p. 154) Assessments are an ongoing test to see how well a student is doing and how can a lesson be modified to engage students and increase learning.

In my classroom feedback is used to help a student increase their understanding of a topic. I usually sit with students and go over areas that need improvement. After reading these articles I am going to develop an environment where a student can independently seek feedback or more of an assistant if they do not understand something. I am going to make feedback engaging where a student gets the opportunity to practice and ask questions. In the classroom, I used both oral and written feedback. Oral feedback I used when a student needs redirection in making corrections or adjustments to their work. In doing a written assessment I used conference sheet. I will sit with a student and have a conversation about what they are doing well, what they need to work on and the strategies they're going to use to achieve their goal. The conference sheet is more like setting up goals and achieving them. By doing conference sheet students won't feel like they are being graded all the time but working on achieving goals. Using the conference sheet helps to track their progress. 

    • Gerald Ardito
      Gerald Ardito

      Mellicea,

      I enjoyed reading your responses to this week's readings.You are clearly engaged with many of the concepts, skills, and issues raised in these readings.

      Throughout, I can see you struggling with how to have students relate to feedback powerfully and effectively. For example, you share this quote:

      “Feedback is not necessarily a reinforcer, because feedback can be accepted, modified, or rejected. Feedback by itself may not have the power to initiate further action. In addition, feedback is not only given by teachers, students, peers and so on, but can also be sought by students, peers and so on, and detected by the learner without it be intentionally sought”. 

      I was also very interested in this:

      In my classroom feedback is used to help a student increase their understanding of a topic. I usually sit with students and go over areas that need improvement. 

      Can you share more specifically about how this works in your classroom? What kind of feedback do you give? In what format -- written, oral, both? What type of system do you use to track this feedback and your students response to it?

      Also, when you are quoting from the readings, please add citation information for each one. For example, Hattie, p. 37).

      Please revise your blog post to address these. You can do this by clicking on "Edit" above, making these revisions, then clicking on "Save." Once you do this, email me or message me on Pace Commons to let me know so I can take a look.

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