Formative assessments are on-going examinations and reviews in a classroom. Examples include oral questioning, ticket to leave, turn to your partner, one word summary, one minute essays, analogy prompt, concept maps, misconception check, student conferences, 3 minute pause, observation, self assessment, exit card and port folio check. Instructors use formative assessment to advance instructional techniques. They also bring into play the students’ feedback all through the learning and teaching process (Bell, 2000).
Constructive quizzes are one of the easiest methods of collecting and analyzing the students’ learning. They get used to investigate the students’ factual knowledge and concepts. They also help bring out the individual skills of each student. Administering constructive quizzes can be done alongside their regular work (McMillan, 2010).
Quizzes can be made richer by including questions that would require students to explain their thinking. One way involves setting up quizzes that would require the student to apply their thinking in solving a new situation. One example is that of a new situation. This is a situation which no learner is familiar with in the class. This brings out to the educator the students thinking process. This discourages memorizing (Bell, 2000).
The most crucial thing to do as an educator is to retain the best thought processes. This can help the educator improve on his part and become an effective teacher. For instance, if some learner does not get a concept, the teacher can give a review activity quiz or use a dissimilar instructional technique (McMillan, 2007). Also, students can check their progress using periodic quizzes and discussions. The output of formative assessments can be used to alter and validate instruction. This would call for suppleness of thoughts in the learners.
More research needs to be done on improvement of the constructive quizzes technique. There are gaps
The use of formative assessment techniques in classrooms has gained popularity over the past few decades. Initially, there were no clear boundaries on the existing assessment methods. There were no ways of…
According to Armstrong (), MI theory emphasizes the innumerable ways in which people show their capabilities related to different intelligences. Teaching strategies based on the MI theory advocate that the learning environment should involve the student in an experience from real life.
This adjustment helps the student to meet targeted standards and goals within a set period. According to center for education research and innovation, formative assessment is an interactive assessment of the student where the teacher identifies learning needs and shapes the teaching.
The importance of the test is to assess the students’ points of strength and those weak areas. The tests are an opportunity for children to show whatever they have acquired through learning. Teacher made tests are more effective than standardized tests since the teacher sets the questions according to the teaching that the teacher offered.
According to Stiggins et al. (2004) a sound and productive classroom assessments are build on dimensions like the specific information needed of intended users, achievement targets, accurate reflection of students achievement, effectively communicated results to the intended users and having students involved in the assessment, record keeping and communication.
The assessment can be used to improve and accelerate students learning. In most of such assessments the students are not given grades, instead they are given feedback which can help them improve their learning or can be used by the teacher to improve his teaching tactics to enhance learning.
One of the elements of an assessment triangle that the author critically analyzed is cognition. Cognition refers to the theory, data, and a set of assumptions about how student present their knowledge and develop competency in a subject matter domain. Using the concept he tries to align his summative assessment in the best possible way.
The achievement of those to join these classes depends on the scores of these students. In essence, their separation is per their above average, average and below average scores. Students in the higher tracks get to study advanced mathematics, additional foreign languages, and literature materials.
d of intended users, achievement targets, accurate reflection of students achievement, effectively communicated results to the intended users and having students involved in the assessment, record keeping and communication. In my application of the ongoing assessments in my role