# Using Formative Assessment to Enhance Student Learning
Formative assessment is a powerful tool for teachers to improve student learning outcomes. In this blog post, I will discuss the purpose and effectiveness of formative assessments, challenges teachers face in implementing them, and solutions backed by educational theory and research.
## The Purpose of Formative Assessment
Formative assessment
Classroom assessment
Assessment for learning, Diagnostic assessment, Instructional assessment, Student learning
Learning outcomes, Success criteria, Self-assessment, Peer assessment, Student feedback
Teaching methods, Lesson planning, Constructivism, Zone of proximal development, Parental involvement, Time management, Resource utilization, Data organization, Improving instruction
Enhancing learning
Formative assessment refers to the ongoing assessments conducted by teachers during instruction to evaluate students' knowledge, skills, and progress. The key purposes are:
- **Diagnostic**: Identify students' prior knowledge and skills to plan targeted instruction.
- **Instructional**: Determine what students have mastered and what needs re-teaching.
- **Reporting**: Inform students, parents and school authorities of learning progress.
Formative assessments empower students and teachers to enhance classroom learning. They provide feedback to modify teaching methods and help students improve.
## Characteristics of Effective Formative Assessment
According to the National Curriculum Framework, key features of formative assessment include:
- Sharing learning outcomes and success criteria
- Engaging students in self and peer assessment
- Providing meaningful feedback
- Reviewing assessment data to guide next steps
## Theoretical Perspectives
Formative assessment aligns with constructivist learning theories which view learning as active and knowledge as constructed through experiences. The sociocultural theory emphasizes the importance of assessment as a collaborative tool to support learning within students' zone of proximal development.
## Challenges in Implementation
Teachers face several challenges in effectively implementing formative assessments:
- Lack of parental support in some activities
- Insufficient planning time
- Scarce resources like libraries, labs
- Difficulty tracking large amounts of assessment data
## Possible Solutions
- Build partnerships with parents through workshops and meetings
- Improve time management through organization and technology
- Share resources creatively and use available options
- Organize data in digital folders for each student
WRITTEN REPORT
Introduction
Educational assessment is defined as interpreting the gathered information to know how far the learning outcomes or standards have been achieved. Assessment is a method of documenting the skills, knowledge, believes and attitudes in a measurable form. This is a process to determine how far the learners have achieved learning outcomes. Assessing learners is not only a healthy and fruitful process for the students, however, it’s also a meaningful activity for the teachers. Both learners and teachers can take maximum benefit of the process to measure how far they have achieved learning outcomes. Especially teachers can reflect upon their teaching methods my assessing their students. For the reason that students’ progress mainly depends on the way teachers taught them. Keeping in view students’ progress report teachers can change and improve their teaching methods. For teachers’ assessment gives an indication that how well they have taught and for students how well they have learned and achieved learning outcomes.
Hence, the process of assessment function as a road map that helps teachers and students to further plan their achievement in the teaching and learning process. The process of assessment also helps the teachers to become more organized towards teaching and responsive observers of the learners. Assessment is of no use when it’s not taken into account for betterment and improvement and for this purpose the teachers should be in a position to change classroom instructions by redesigning the old teaching practices if needed. With the help of assessment, teachers can become conscious of how students learn and teachers can also relate to how students respond to particular teaching practice. The key purpose of educational assessment is to empower the learners and teachers to enhance the quality of learning. The assessment should be used as a tool to support the learning rather than an end in itself. Thus, students should be assessed to celebrate their success.
There is a number of purposes of conducting assessment, three main reasons for assessment are; Diagnostic, Reporting and Instructional.
Diagnostic Assessment: this assessment is conducted to diagnose or identify how far a student has achieved the learning outcome. Mostly this assessment is conducted before the instructions to evaluate students’ knowledge and skills, strengths and weaknesses. This assessment is also meaningful for the students as they can know how far they have mastered the learning outcomes. For the teachers, diagnostic assessment is a tool which is helpful to better understand the previous knowledge of students about a specific subject area before planning the instructions.
Instructional assessment: The purpose of the instructional assessment is to identify what needs of the students to be taught in the next lesson and or what learning outcomes have not been achieved in one lesson should be re-taught. This type of assessment help teachers to become aware of teaching-learning process taking place in the classroom.
Reporting assessment: Another purpose of assessment is to report the performance or achievement of the students to students themselves and their parents. This reported assessment also possesses key role further in students career, for instance, students further wants to get an education, so they can show their reported assessment to concerned authorities. Even for employment, the students show their previous results. Hence, the selection in higher education is the key purpose of this assessment.
National Curriculum Framework (NCF) suggests that schools should use both of the approaches of the assessment which are; assessment for learning (AfL) and assessment of the learning (AofL). In the overall education system, it is commonly observed that students have not achieved the learning outcomes which they were expected to achieve during teaching. As the result, a huge gap between what has been taught and what has been learned can be observed. And this gap can be reduced by the assessment for learning (AfL) instead of conducting tests just to assess a student.
Assessment for Learning: The assessment for the purpose of learning is generally formative in its nature. This assessment helps the teachers to modify and improve their teaching strategies according to students learning. In the process of planning of next lesson this assessment also plays a key role as it helps teachers what strategies should be applied next and how individuals and the overall class should be engaged in the learning process. Assessment for learning includes number of strategies to assess student’s progress like; classroom discussions, teacher observation, reflection on student’s tests and analysis of students tasks. The information collected through this assessment which we can also called as formative assessment is further used for improvement and modification in teaching and learning process, so that teachers can meet the needs of students for instance; teaching through alternative teaching approaches, re-teaching the same topic and giving more opportunities for the practice. Many studies shows that formative assessment is essential tool for classroom activities and its development can enhance the standards of achievement.
According to the National Curriculum Framework the key characteristics of ‘assessment for learning’ are as follows;
Sharing of learning outcomes with the learners.
Sharing the criteria for success with the learners.
Engaging learners in self and peer assessment.
Providing learners with correct feedback.
Reflect and review the information collected through assessment.
Identify the steps that should be taken next.
Assessment of learning; this type of assessment has more resemblance with the summative assessment where it is intended to measure the learning outcomes usually at the end of the academic year. The purpose of this assessment is to measure the learning outcomes and further report them to the students, parents and other concerned authorities.
“Assessment for the learning” is the authors’ purpose of assessment.
I assess students to enhance their learning opportunities instead to judge them according to their test results or report cards. I believe students should be assessed to celebrate their success, students should be assessed to reflect upon on teaching, and students should be assessed to appreciate their little efforts towards learning. And this formative approach of assessment will allow me to improve my teaching methods according to my students needs and also it will help my students to enhance their learning by continuously reflecting upon what they have mastered and which learning outcomes they have not achieved yet. I understand that this assessment will require a lot of effort, organization and effort from me but as a result, this will really help me to enhance my students learning and improve my teaching approaches. By its name, this is clear that the purpose of this assessment is students learning, and that’s the ultimate goal of every school.
I teach grade-3, key stage -1. For key stage one, we use a formative assessment that is an ongoing assessment to assess the students. The main purpose of classroom assessment is to empower both teachers and their students to improve the quality of learning in the classroom. In general, assessment serves a range of purposes. But the main purpose of this assignment is to provide information to teachers about the teaching and learning taking place in the classroom. Moreover, I assess my students for their learning purpose. Assessing for learning is not just learning for the students however it also benefits to improve the teaching strategies according to students learning, hence learning will also enhance. I engage my students in different classroom activities to assess them and further help them in their lacking areas by giving them feedback and modifying my instructions. Some of the important points I consider while assessing my students are:
I share the success criteria with the students, so that the students will know before the end of the lesson what they should know to be successful in this lesson. I share the learning intention with my students before starting the session so that they will be well aware of what they are expected to learn at the end of the lesson. In easy language, I usually write down the learning outcome one one side of the board so that students should be well aware of it. Learning intentions really support me and my students to be aware of what will be assessed at the end of the lesson. Because there is a strong connection and alignment among learning outcomes, assessment and feedback. I teach to achieve my learning outcomes and assess my students to know either I have achieved the learning outcome or not? If not then I again plan the same lesson with some different teaching strategy and teach again. Because the purpose of assessment is my students learning.
Before I give any task to my students for assessment purposes like any project, assignment or presentation I share the assessment rubric with the students. This is how while doing assignments or making any project they keep in mind what aspects will be assessed in their project/assignment. With this students will consider all the important factors which will be assessed. Like they are assigned to make a project and in that project the things which will be assessed are; relevant content, language, presentation etc. sharing assessment rubric is a very healthy activity for both teachers and students. I save the time of teachers will assessing and it help students to take care of all the important aspects which will be assessed while making the assignment. So, I always share the success criteria with my students as this will help my students to be well aware of what constitutes good work and average work. Sharing success criteria is also important for the purpose that students can see the connection among success criteria and learning objectives. Students must know that they are not been assessed what they have not taught. They will only be assessed what they have taught nothing else.
In the classroom I engage my students in the activities where they can do self-reflection of their learning. By doing the self and peer assessment the students can reflect on their own learning. Self-assessment help my students to be aware of their strengths and areas of improvement. Doing self-assessment is a very healthy activity for learning because this allows students to take ownership of their learning. Same as self-assessment, peer assessment also benefits students to become aware of their learning from each other. The peer assessment is very effective in my classroom because my students are very comfortable with each other, they support one another, they respect the opinions of other fellows and they feel comfortable to take risk and make mistakes.
My assessment method is effective because I give feedback to my students about their learning progress. It’s not just I conducted the assessment and forget about the reports. I call my students and share their results with them, let them go where they have performed well and in what areas they are still lacking which they need to work on. Effective use of the assessment is only when its report is shared with students for their progress. I give feedback to my students so that they will be able to reflect upon their learning and evaluate the quality of their learning. I also appreciate getting feedback for my teaching instructions from my students because this strengthens my improves instructions and I become able to teach my students in the ways by which they understand best. The factors I take care of while giving feedback to my students are; the feedback should be relevant to the teaching, it should be provided as soon as an assessment is conducted, it should be based on student’s achievement, the feedback must be helpful for my students so that they can improve their learning, the feedback should be confidential and given only to the concerned student instead of intermediary, the feedback should be respectful where students integrity and needs should be respected, and the feedback must motivate students to continue learning efforts.
The assessment I conduct from my students is itself pedagogy and cannot be separated from the instructions. I use the information gathered through the assessment to review the learning process. I believe that reviewing and reflecting on the assessment is the only way by which assessment can fulfil purpose that is to enhance the quality of learning. All these characteristics of “assessment for learning” which we also called as formative assessment are very important to be taken carefully. This is the only way by which we can achieve the true and exact purpose of assessing our students.
The theoretical perspective behind what is practiced now
Jeans Piaget Constructivism's Theory is based on observation and scientific study. According to Piaget “people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences”. Although, Knowledge is constructed, rather than innate, or passively absorbed. So in my class when I taught classification of reptiles. I made a web using their general knowledge. After that, I showed them videos, and let them explore by seeing the real objects. In groups I instructed them to explore and classify it. At the end they have a lot to include in the web. So using different kinds of strategies we can assess the students. According to Piaget “Learning is an active process”. So in science period to teach herbs, shrubs and trees. By using video and PPT I have explained the 3types of plants. After that I took them to a field trip to explore trees. After that, with pairs, I told them to share their notes and compare their views. Next, by using the discussed notes they filled the table about trees. (Piaget, 2006).
Formative assessment methods have a significant impact on students learning. According to William (1998) the impact of formative assessment on general student achievement. So I think formative assessment is highly effective in raising levels of student achievement because it help students to identify their strengths and weaknesses and it help them to identify the target areas that they need to work on. According to him formative assessment was defined as a tool for making teaching more effective during the course, while summative assessment had more grading and evaluative purposes to check students’ progress at the end of the course. So in my class when I used to give the students to draw a mind map to represent their understanding of a topic. Also, I let the students to write one or two sentence identifying the main point of the lesion. So, in this way I can identify what they know and don’t know. So, it helps me to design the next lesion. Therefore, I believe that it is very effective to carry formative assessment during the class.
What I do in my class first of all in the beginning I share the learning intention with students so they will know what they are going to learn. I share the success criteria so that they will know the things they need to know, to be successful in the lesion. Before each lesson recall the previous lesson so that they can build their knowledge by relating to that knowledge. I always try to use different kind of activities so that they get change to explore and identify more. Therefore, it will be kept in their long-term memory, also provide those challenges by asking questions and give them chance to explore and find the answer according to their interested activity. I used to make the lesions so attractive and much engaging, so that at the end, students can proudly say they learned something new. Summative and formative assessment models are as different in their purposes “unlike summative assessments, which may be either criterion-referenced or norm-referenced, formative assessments are always made in relation to where pupils are in their learning in terms of specific content or skills” Harlem and James (2006) So the formative assessment is more individualized and targeted on student’s unique performance in learning,
According to McMillan (2014), “formative assessment is a way of evaluating students’ progress during teaching in order to make decision on further actions” So the students’ progress is not used for judgment; instead, it helps to know what should be done to help the student in his learning. Formative assessments don’t necessarily need to be graded. They serve as checkups; it is more about the information rather than the end score. The information gathered helps to shape instruction and future content. According to Earl (2013), “considering student work is not designed to assign marks and make comparative judgments among students but to highlight each student’s strengths and weaknesses and provide them with feedback that will further affect their learning” This means that the main aim is not only to collect evidence about student learning, but also to be able to analyze and reflect on it.
Formative assessment's main aim is to facilitate and enhance students’ learning through various in-class activities. The purpose of Assessment in Our School is to allow students and teachers to reflect on student learning in order to set or maintain a direction that will promote student progress. Teachers are expected to use assessment results to Provide regular and frequent feedback to students to improve their performance. Thus, to Determine student's prior knowledge and skill level, strengths and weaknesses and differentiate instruction to match student needs. Also to determine which students require additional support or extension. It also provides specific evidence to inform recordkeeping and reporting. Although, Students are expected to use assessment results to Receive feedback about their level of skill and knowledge and help to set goals. It informs them about the next steps in their learning and to develop the critical abilities to recognize quality work. Also, it develops a positive and realistic appreciation of their abilities and progress. According to Earl (2013), “considering student work is not designed to assign marks and make comparative judgments among students but to highlight each student’s strengths and weaknesses and provide them with feedback that will further affect their learning” This means that the main aim is not only to collect evidence about student learning, but also to be able to analyze and reflect on it. Formative assessment's main aim is to facilitate and enhance students’ learning through various in-class activities.
Challenges Faced
1. Lack of Parental Support.
Parents should be the ideal working partners to provide the best learning experience for students. For example, they say that they have no time to take the students to field trips. When we tell the parents to come with the students for a field trip. (Most of the parents say that, we don’t have time to do all this, we have a lot of works and kids to look after. Due to this only a few students are able to join the trips with the parent.
2. Lack of Time for Planning.
Have to teach 6 subjects. In a week have to take 24 periods. Need time to make related materials like ppt, have to mark books and make assessments. So, the time we get is very less for planning and preparing the lesions. As a primary teacher have to teach 6 subjects. In a week have to take 24 periods. To effectively carryout each lesson we need time to make materials like ppt, find related videos, and have to find out what are the activities that can be carried out, things needed for those activities. Plus have to mark books and make assessments. So, the thing is we also have our own family, we have to give time for our kids. So, the time we get is very less for planning and preparing the lesions.
3. Lack of resources.
Have to share the classroom. Couldn’t paste the related works on the wall. No library to provide them stories. No science lab to carry out science experiments as our school is having 2 sessions, we have to share our classroom with the secondary students. Could not take extra classes as the class is full. When we paste the related works on the wall the next day all are in the dustbin, so couldn't keep the important materials on the wall. During English class have to give reading worksheets because there is no library to provide them stories. Plus, there is no science lab to carry out science experiments. Have to show videos, little chance students get to explore science experiments.
4. Have to handle a lot of data and information about the individual students.
In each lesson we need to note down each individual detail about that lesion. As there are different level and different ability of students. Have to keep a record of the individual students.
Assessment for learning which is formative in nature is not related with a specific philosophy of education. Critical formative assessment is a part of the socio-cultural constructivist view of learning. The theory of learning is supported by recent studies. The current goals of education are compatible with the socio-cultural constructivist theory of learning. Effective formative assessment is explained by this theory of learning. The Socio-cultural constructivist perspective of learning help is very effective in creating learners to actively construct knowledge and understanding through cognitive processes. The learning perspective helps students develop the met cognitive skill which is important to regulate their own learning.
Even in the last fifty years, a formative evaluation still involves the formulation and implementation of research and exhortations. The assessment conducted in the classroom might be supported by different learning theories. In particular, formal assessment shows parallels with Vygotsky's fundamental authored socio-constructivist theory. We want in this work to emphasize the parallels of formative evaluation in the zone of proximal development, with a specific element of socio-constructivist theory (ZPD). Therefore, several features of formative evaluation and ZPD are explored and, ultimately, the probable links between them demonstrate that both are mutually supplementary. In this study there is an assessment viewpoint that might be distinct and therefore collaborative in learning and developing for students, meaning that evaluation is viewed as a collaborative agent for students to move about within their proximal zone of development. The assessment must give knowledge and chances for learning to students, which is in turn an essential part of the cultural and especially human development process. The evaluation must give knowledge and chances for student learning, "which in turn is an essential element in the cultural and humane psychological process of growth." This article has undertaken speculative study to examine the planning, development and technology methods for collecting and analyzing data. The study and analysis of linked texts on the topics of formative evaluations and a proximal development zone was carried out, and is characterized by conceptual analysis, in which author's analysis is carried out, arguing and re-telling notions. The goal was from the outset to learn about the formative assessment and the proximal development zone, to debate them and build partnerships. Works like books and papers on topics have been consulted for this purpose.
Solution by relating to the literature
I think most of the time parents are not much aware about the new curriculum. So we can conduct workshops and meeting to make them aware about the new learning system. I believe that as a parent no one will want to lack anything in their children's learning, they will do their best to make their children as number one. So, we have to build a strong bond with the parents then they will be very cooperative.
Although, we can improve our time management skill by organizing days and weeks in advance. We can integrate the lesson and can carry the lesson as one. We can make a schedule and can strictly stick on it. So, every task will be done in the mentioned time. It is not a must to collect all the books and mark all the book at once. During the lesson we can manage the time and we can try just to put a tick as marked. So, during the lesson also we can check their works and can give feedback. Also, we can make the students aware about we share the classroom, so there will be other student’s works. We can make them understand, how you will feel when you see your work on the dustbin. Every student will do their best in each and every work. We can use the available resources effectively to engage the students. Moreover, in formative assessment gathering the information is not enough teachers always needed to make best use of that data for students learning purpose. According to my point of view this issue can be solved by extreme level of the organization of data. Teacher should be well organized. Timely he or she should make folders and save all the records in those folders by their student’s names. In this world of technology saving huge data is not a big deal, however for this organization of teacher is really important. We should keep it in mind that it is our responsibility not a choice
These challenges in the formative assessment are very necessary to be addressed timely so that the key purpose of the formative assessment can be achieved effectively. As I discussed in the challenges section that handling a lot of data or information gathered through formative assessment is one of the major challenges teachers face while using formative assessment in the classroom. Because in formative assessment gathering the information is not enough teachers always needed to make the best use of that data for students learning purposes. According to my point of view, this issue can be solved by the extreme level of the organization of data. The teacher should be well organized. Timely he or she should make folders and save all the records in those folders by their student’s names. In this world of technology saving huge data is not a big deal, however for this organization of teachers is really important.
For a formative assessment well organized and saved data is even not enough a teacher must use it further for students learning, the teacher should give feedback to the students on their results, teachers should also use this information to modify own instructions so that instructions can meet the needs of the students. Teachers should use the information to know what students have learned and which learning outcomes have not been mastered yet. And this can really help a teacher to plan the next lesson.
Another major challenge teachers face in formative assessment is time management because formative assessment activities are very time taking. Most of the times teachers plan very effective assessment strategies for the classroom but they fail to conduct due to the limited time. For instance; one of the formative assessment methods in classroom discussions, and this is a time taking process. So, a teacher cannot ask students to do classroom discussions on a topic in a limited time, for this teacher must have huge time.
According to my solution to this challenge can be the best use of technology. By the use of different social media, or other learning platforms teachers can easily engage students to be part of a healthy discussion no matter where they are present physically. Teacher’s feedback is an important feature of formative assessment however most of the times because of the time constraints teachers are not able to give individual feedback to the student. To solve these problems teachers can also use technology. Teachers at their home, whenever they get time can contact the individual students and give them constructive feedback. Time can be managed by good organization of all the tasks, by using smart ways of teaching and assessing and by distributing the tasks to the students, instead of assessing students can be engaged in the self-assessment process and can be asked to do peer assessment in a way teacher’s task of assessment can be distributed.
Conclusion
Assessment and grading are not the same. Usually, the goal is to evaluate individual students' learning and performance. The assessment examines the pattern of students learning across courses and programs and using this information to improve educational practices. So I hope this will be helpful for teachers when carrying a formative assessment. Although Formative assessment is about measuring where students are in their learning and giving them feedback, they say, and then working to fill in the gaps. ... Some districts even have policies requiring that certain numbers or types of tasks be graded, which can make it tough to avoid giving grades on formative assessments. Moreover, in this assignment, I have highlighted the theoretical background behind what is practiced in my school. I have included the problems we face, and by using literature I have included the solutions for that.
## Conclusion
When used systematically, formative assessment provides rich insights into student learning and guides teaching practices. With some effort in planning, resource utilization, and organization, teachers can implement formative assessments successfully to improve classroom instruction and learning.
Hope this provides some useful tips on leveraging formative assessments! Let me know if you have any other suggestions to share.
References
- Boulet, M.M. et al. (1990), “Formative Evaluation Effects on Learning Music”, Journal of Educational Research, Vol. 84, pp. 119-125.
- Branford, J.D. et al. (eds.) (1999), How People Learn: Brain, Mind, Experience, and School, National Academy of Sciences, National Academy Press, and Washington D.C.
- Bruner, J. (1996), the Culture of Education, Harvard University Press, Cambridge, MA.
- Butler, D.L. and P.H. Wine (1995), “Feedback and Self-regulated Learning: A Theoretical Synthesis”, Review of Educational Research, Vol. 65, No. 3, pp. 245-281.
- Black and William, 1998, Assessment for Excellence: the philosophy and practice of assessment and evaluation in higher education. New York: Macmillan.
- William, 2006, National Center for Research on Evaluation, Standards, and Student Testing. University of California, Los Angeles
- Harlen and James 2006, State of the art review: language testing and assessment (part two). Language Teaching, 35(2), 79-113.
- McMillan 2014, Classroom assessment techniques: a handbook for college teachers (2nd ed.). San Francisco: Jossey-Bass.