Formative Assessment That Empowers. - 4 0 16; Susan Brookhart, Connie Moss and Beverly Long.; Dept. of Supervision and Curriculum Development. 5 Association for Supervision and Curriculum Development.;National Education Association of the United States (Washington, D.C. : Department of Supervision and Curriculum Development, N.E.A., 1943)
ABSTRACT: A teacher's purpose in using formative assessment is to give students the means and motivation to take control of their own learning. Formative assessment practices provide students and teachers specific, regular feedback on how well students are mastering concepts and skills, feedback that both teachers and students can use to shape ongoing learning. Paradoxically, when teachers give students more control over their own learning through such assessment practices, more powerful learning happens. The authors describe a partnership between Armstrong School District in Western Pennsylvania and Duquesne University's Center for Advancing the Study of Teaching and Learning. Teachers in the district met in professional groups throughout several years to improve their formative assessment practices. These teachers, following stages that the authors detail, became more aware of what formative assessment entails and how to integrate this style of assessment into their classrooms in ways suited for their students. They observed that involving students in formative assessment led to increased student motivation and observable signs of students taking ownership of their own learning: setting their own goals, monitoring progress towards goals, and understanding which strategies and actions could most help their progress. The initiative also led to higher scores on standardized tests for students receiving Title 1 funds.
Keywords: 2 -- 0; 6; Assessment; 20; 2