Portfolio activity assignment unit 5
Formative assessment is one of the most effective tools a
lecturer can use, may be considered in our teaching and supporting learner
growth after we know the way and when to use them. Reflecting on my practice as
an educator, especially how I feel about formative assessments, their purposes,
and exploring occasionally if I can use formative assessments differently or
with more attention on the feedback element. Formative assessments are defined
as assessments that are designed specifically for generating feedback on
performance to boost and accelerate learning (Sadler, 1998). Feedback of some
sort is, by definition a central component of a formative assessment.
What sort of feedback do I
provide in my classroom, and is it the sort of feedback that furthers learning
or strengthens a learner's ability to self-regulate their performance?
On the surface, Sadler's (1998) definition seems to point to the central role a
teacher's feedback has to play as a component of a formative assessment. the
idea being the feedback referenced comes from a lecturer. Black & William
(2009) explain such an approach to formative assessments, For the learner, the
formative assessment allows them to understand their own mistakes through the
feedback provided by the teacher and to spot what they ought to do to progress
in their learning. Often, in my classroom, my formative assessment feedback is
primarily teacher-focused. Having given a formative quiz to assess their
current comprehension level, using different platforms like quizzez, Kahoot and
Alef platforms, I'll take the info, and either with individual learners or with
a bunch, reteach the particular area they were combating, in support of their
accelerated learning and growth.
The
disadvantage of teacher-focused feedback is that the learner isn't better
prepared to be ready to learn more effectively and comprehend in the long run,
nor am I able to suppose the learner appreciates clearly what they need had
misunderstood and the way their understanding has changed now. I've got
discovered an approach and perspective on feedback for formative assessments
within the works of Nicol & Macfarlane-Dick (2005): "... conceptualize
feedback more as a dialogue instead of as information transmission. Feedback as
dialogue means the learner not only receives initial feedback information but
also has the chance to have interaction with the teacher in a very discussion
this feedback" (p.2).
From this approach, the teacher is going to be supporting the learner in
their assessment of their jobs and helping them identify areas that will be
approved and elevated. In my classroom, this might mean not grading the
formative assessment and sharing the grade with the learner. Instead, sitting
down with a learner and showing them the rubric and asking him what grade
they'd give themselves, and asking them to justify the grade comparing their
work to the rubric. Encouraging them to flesh out how they will improve and
score higher on the rubric is what I'd be seeking to work out for them
articulate and demonstrate. As Nicol & Macfarlane-Dick (2005)
highlight," if learners are to be prepared for learning throughout life,
they have to be supplied with opportunities to develop the capacity to manage
their learning as they progress through higher education" (p. 15). While
most of my current feedback on formative assessments aren't presently
strengthening the learner's ability to self-regulate their effectiveness, it's
my goal to feature that form of feedback within the future.
References:
Black, P., and Wiliam, D. (2009).
Developing a theory of formative assessment. Educational Assessment,
Evaluation and Accountability 21,
no. 1: 5–31.
Nicol, D., and Macfarlane-Dick,
D. (2005). Formative assessment and self-regulated learning: A model
and seven principles of good
feedback practice. Studies in Higher Education. Retrieved from
Sadler, D.R. (1998) Formative
assessment: revisiting the territory, Assessment in Education, 5(1), 77-84,
it's my goal to feature that form of feedback within the future.
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