7 Matching Annotations
  1. Last 7 days
    1. address both the process of learning as well as the performance or outcome

      Assessment of process is commonly formative; while assessment of performance outcome is often summative, though formative assessments do look at performance outcomes too - from the perspective of informing improvement.

  2. Jan 2022
    1. Second, although we investigated the effects of formative feedback on students’ metacognitive skills when using feedback strategies with polling systems, we are not able to answer the question how feedback strategies affect student learning. Future research studies should provide understanding which mechanisms behind feedback strategies are responsible for affecting metacognition and must teachers get insight to design effective formative assessments to promote deeper learning.

  3. Jul 2020
    1. Defining Formative Assessment

      Yes! Formative assessment should not just be for grade's sake, but as an actual way to gauge student understanding and then to assess the next steps to take to get students to where you want them to be

  4. Jul 2019
    1. A variety of educational taxonomies have been adopted by districts and states nationwide. Examples of widely used taxonomies include but are not limited to Bloom’s Taxonomy of Educational Objectives;23 [ 23] Bloom’s revised Taxonomy for Learning, Teaching, and Assessing;24 [ 24] Marzano and Kendell’s New Taxonomy of Educational Objectives;25 [ 25] and Webb’s Depth of Knowledge Levels.26 [ 26] Using educational taxonomies to facilitate the development and guide the organization of learning objectives can improve content appropriateness, assessment effectiveness, and efficiency in learning and teaching.

      Bloom's Taxonomy

    2. How you track student progress can make a difference in their learning and your teaching.

      I will have to develop my own assessment strategies - formative and summative.

  5. Nov 2017
    1. At the very least, the tool should allow for robust formative assessment, and should be capable of giving timely, helpful feedback to learners.

      The “at the very least” part makes it sound as though this were the easy part.

  6. Jun 2016
    1. Assessment and Classroom Learning

      Black, Paul, and Dylan Wiliam. 1998. “Assessment and Classroom Learning.” Assessment in Education: Principles, Policy & Practice 5 (1): 7–74.

      This is the original work in the area.

      Largely a literature review from 1988 through 1998.