Data based modifications to Formative Assessments

The simplest explanation of formative assessments is as put by Paul Black “When the cook tastes the soup, it is formative assessment. When the guests taste the soup it is summative assessment.”


The ongoing process of checking if learning objectives are being met and based on the results changing our teaching methodology to improve understanding and application of concepts is what defines the process of formative assessments. As described by Laura Greenstein in her book “What Teachers really need to know about Formative Assessment”, formative assessment:

·       Provides a way to align standards, content, and assessment
·       Allows for the purposeful selection of strategies
·       Embeds assessment in instruction
·       Guides instructional decisions



The effectiveness of formative assessments begins with the purpose of the assessment which could be any one or more than one of the following:

1.       To determine students understanding of a concept
2.       To divide the class into groups for project work
3.       To differentiate learning
4.       To evaluate instruction method or aids used

I am going to elaborate on an assessment I intend conducting to determine students understanding of a concept.

Objective, Goal, Standard: Rename fractions into their simplest forms and generate sets of equivalent fractions
Lesson Readiness: An understanding of fractions, the numerator and denominator. Good knowledge of multiplication.
Formative Strategy: Write fractions on the board and call out on students to name the numerator and denominator.
Targeted Instruction: Show models of equal parts when a whole is divided.
Formative Strategy: Give each student a sheet to draw two figures of their choice and divide it into equal parts.
Informed Teaching: Having determined that all the students understand how to divide shapes into equal parts, I now show models of equivalent fractions using fraction strips and helps students see for example, how 1/3 is equal to 2/6.
Formative Strategy: A Think–Pair–Share activity in which students illustrate their understanding of equivalent fractions using food item examples like a pizza, a chocolate, a cake etc.
Data Analysis: The data gathered is used to chart individual and group learning outcomes and target areas of misunderstanding and areas where students need additional challenge.
Response to Data: I then adjust instruction and use Math Manipulatives to illustrate the concept further depending on the data gathered.
Differentiation for English Language Learners: Students cut out circles into equal part and paste them in their notebook and write “equal parts”, and then they build on their vocabulary by writing “equivalent fractions” and on the fraction strip label the equal parts.
Formative Strategy : Worksheets with equivalent fraction parts are handed out which the students then label and assess themselves if they remember the terms associated with fractions.
It is important for us as teachers to remember that our students will become better not by endless teaching but through continuous feedback and the opportunities we give them to become better at what they learn everyday.


References:
https://www.math-salamanders.com/printable-fraction-strips.html
http://www.ascd.org/publications/books/110017/chapters/The-Fundamentals-of-Formative-Assessment.aspx
https://theeducatorsroom.com/formative-assessment-setting-clear-objectives/

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