1.

As a teacher to be, what are your approaches/strategies to apply in order to meet the key
characteristics of formative assessment? How will you do it?

Answer: This are the steps of approaches/strategies I will apply: Analysis of student work, strategic
questioning strategies, think-pair-share, exit/admit tickets and one-minute papers in order to meet
the significant characteristics of formative assessment.

1. Analysis of Student Work- From the homework, tests, and quizzes of students, a great deal of
knowledge can be gained, particularly if students are expected to clarify their reasoning. When
teachers take the opportunity to evaluate the work of pupils, they obtain information about: 1.) The
current experience, behaviors, and skills of a student about the subject matter, 2.) Strengths,
shortcomings, and modes of learning and 3.) Need for more, or special, help. The study of the
classroom work of students helps teachers to change their teaching so that they can be more
successful in the future.

2. Strategic Questioning Strategies- For people, small classes, or the whole class, probing
techniques may be used. "Effective formative appraisal techniques include challenging students to
answer questions of a well-thought-out, higher order such as" why "and" how. Higher-order
questions involve more in-depth student thought and allow the instructor to distinguish the level
and degree of the comprehension of the students. Another proactive interviewing technique used in
formative evaluation is to offer a "delay period" to respond to the students. Studies also found that
when higher-order questions are paired with a waiting time, most students become more involved
in classroom dialogue.

3. Think-Pair-Share- This is one of the many techniques for formative evaluation that is easy to use
for students. The teacher asks a question, and students write their responses down. To address their
answers, students are then grouped in pairs. Teachers are able to travel around the classroom to
listen to multiple conversations, getting insight into the degree of comprehension of a person.
Research has shown that their success is increased as students are accountable for their own
learning. This is another advantage of strategies for formative evaluation, especially this one.

4. Exit/Admit Tickets- The Exit Ticket is a basic but powerful formative evaluation. Exit Tickets are
small sheets of paper that students deposit when they leave the school, or index cards. Students are
expected to write down a precise interpretation of the core theory behind the lesson learned that
day, and then provide the subject with more detail. Teachers study the answers to gain input into
which students and others who are already failing have thoroughly mastered the idea. To re-teach
the idea, the knowledge gathered can be used to schedule a whole-group or partial-group lecture.
Tickets for entry are taken out at the very beginning of the semester. Students may respond to
homework questions, or to the lesson learned the day before.

5. One-Minute Papers- At the end of the day, one-minute articles are normally finished. Students in
groups (or individually) are asked to respond in writing to a brief question. To acquire knowledge of
the comprehension of the students, the papers are gathered and evaluated by the teacher. One-
minute articles, when performed on a regular basis, have been found to be more successful. Typical
instructor questions center around: main point, most surprising thought, questions not answered,
most confusing area of the subject, and what question might occur on the next test from the topic?
The first hint that a pupil doesn't understand the content without formative tests is whether they
miss a quiz or an exam. Failure out of the classroom will require successful and interactive formative
appraisal techniques such as this.

2. Discuss each benefit of formative assessment. How does this help? How does it work? For whom
is formative assessment is especially relevant?

Answer: Formative appraisal yields better gains in pupil success and is easier than other efforts to
improve success, including lowering class sizes and increasing the awareness of curriculum for
teachers. Formative evaluation that takes place within and within instructional units (medium-cycle
evaluation) as well as within and within lessons (short-cycle evaluation) has been found to increase
the achievement of pupils. Formative appraisal has not been shown to enhance the performance of
students through grading times, months, semesters, or years (intervals of four weeks to one year).
Teachers registered greater career satisfaction and enhanced student interest in learning in classes
where long- and short-cycle formative testing was used.

While all formative appraisal activities have the ability to improve student learning, there are a
range of distinct advantages of assessing learning in the classroom: 1. The timeliness of effects helps
students, when learning is in progress, to easily change teaching. 2. The learners who are tested are
the ones who benefit from the modifications. 3. Students may use the observations to change and
strengthen their own learning. We surrender these benefits as we seek to teacher-proof the
appraisal process by delivering a constant diet of ready-made external assessments. These
assessments do not replace the day-to-day level of formative appraisal that can only be done by
appraisal-literate teachers. The greatest importance of formative appraisal is in the utilization of
results by teachers and students to optimize real-time teaching and learning at any turn. Formative
assessment is most applicable not only for the students but also for the teachers.

3, Determine the disadvantages or the barriers of formative assessment?

Answer: The downside to formative tests is that they may take time, more time than teachers can
think they have. It takes more time to consistently review the learning of students than to
administer one test at the end of a lesson or unit. The more time the formative tests take, the less
classroom time there is. Some students often do not respond to formative evaluations, as they do to
summative evaluations. If their "achievements" are not calculated, students used to winning points
and grades might not be as inspired.