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    Theories and Values

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    Lê Nguyễn Minh Ngọc
    The document discusses theories of formative assessment. It describes William and Thompson's (2007) three key processes in learning: establishing where learners are, where they are going, and what needs to be done to get them there. These processes can be conceptualized using a framework showing five formative assessment strategies: clarifying learning intentions; eliciting evidence of understanding; providing feedback; activating students as resources; and activating student ownership of learning.

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    Theories and Values

    Uploaded by

    Lê Nguyễn Minh Ngọc
    17 views10 pages
    The document discusses theories of formative assessment. It describes William and Thompson's (2007) three key processes in learning: establishing where learners are, where they are going, and what needs to be done to get them there. These processes can be conceptualized using a framework showing five formative assessment strategies: clarifying learning intentions; eliciting evidence of understanding; providing feedback; activating students as resources; and activating student ownership of learning.

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    The document discusses theories of formative assessment. It describes William and Thompson's (2007) three key processes in learning: establishing where learners are, where they are going, and what needs to be done to get them there. These processes can be conceptualized using a framework showing five formative assessment strategies: clarifying learning intentions; eliciting evidence of understanding; providing feedback; activating students as resources; and activating student ownership of learning.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    17 views10 pages

    Theories and Values

    Uploaded by

    Lê Nguyễn Minh Ngọc
    The document discusses theories of formative assessment. It describes William and Thompson's (2007) three key processes in learning: establishing where learners are, where they are going, and what needs to be done to get them there. These processes can be conceptualized using a framework showing five formative assessment strategies: clarifying learning intentions; eliciting evidence of understanding; providing feedback; activating students as resources; and activating student ownership of learning.

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    © All Rights Reserved
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    Download as ppt, pdf, or txt
    of 10

    1

    GROUP 6

    THEORIES OF
    FORMATIVE ASSESSMENT

    GROUP
    THEORIES
    2

    In order to provide a better theoretical grounding for formative assessment, William and Thompson (2007)
    drew on Ramaprasad’s (1983) three key processes in learning and teaching:

    •Establishing where the learners are in their learning


    •Establishing where they are going
    •Establishing what needs to be done to get them there

    (Heidi L. Andrade and Gregory J. Cizek, 2010, p.30)

    → Traditionally, the teacher has been regarded as responsible for each of these three. However, since the
    responsibility for learning rests with both the teacher and the learner, it is incumbent on each to do all they
    can to mitigate the impact of any failures of the other.
    THEORIES
    3
    Crossing the three processes with the different agents (teacher, peer, learner) suggests the framework
    shown in Figure 2.1 (from Wiliam & Thompson, 2007), indicating that formative assessment can be
    conceptualized as consisting of five key strategies:

    1.Clarifying and sharing learning intentions and criteria for success;


    2.Engineering effective classroom discussions and other learning tasks that elicit evidence
    of student understanding;
    3.Providing feedback that moves learners forward;
    4.Activating students as instructional resources for one another;
    5.Activating students as the owners of their own learning.

    (Heidi L. Andrade and Gregory J. Cizek, 2010, p.31)


    4

    (Heidi L. Andrade and Gregory J. Cizek, 2010, p.31)


    5

    GROUP 6

    VALUES OF
    FORMATIVE ASSESSMENT

    GROUP
    6

    VALUES Values of Formative Assessment


    follow three significant concepts:

    Formative Assessment is student focused.


    Formative Assessmnet is instructionally informative.
    Formative Assessment is outccomes based.

    (Laura Greenstein, 2010, p. 15)


    7

    VALUES Formative Assessment Is Student Focused

    “Formative assessment helps teachers:


    •Consider each student’s learning needs and styles and adapt instruction
    accordingly
    •Track individual student achievement
    •Provide appropriately challenging and motivational instructional activities
    •Design intentional and objective student self-assessments
    •Offer all students opportunities for improvement ”

    (Laura Greenstein, 2010, p. 16)


    8

    VALUES Formative Assessment Is Instructionally Informative

    Provides a way to align standards, content, and assessment


    Allows for the purposeful selection of strategies
    Embeds assessment in instruction
    Guides instructional decisions

    (Laura Greenstein, 2010, p. 17)


    9

    VALUES
    Formative Assessment Is Outcomes Based

    Emphasizes learning outcomes


    Makes goals and standards transparent to students
    Provides clear assessment criteria
    Closes the gap between what students know and desired outcomes
    Provides feedback that is comprehensible, actionable, and relevant
    Provides valuable diagnostic information by generating informative data

    (Laura Greenstein, 2010, p. 17)


    10

    ORMATIVE
    SSESSMEN THE END
    Thank you for listening!

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