PRESENTATIO

N
Formative Assessment - Week 3
GROUP 8
Nguyễn Minh Quang
Nguyễn Thị Hà Giang
Huỳnh Anh Du
Lê Ngọc Tuyết Trinh
01 THEORIES – the head
TABLE OF
CONTENT
S
02 VALUES – the heart
 01
THEORIE
S
THEORY OF FORMATIVE
ASSESSMENT:
KEY INSTRUCTIONAL
PROCESSES
● Basis for the definition adopted by the Assessment Reform
Group (Broadfoot et al., 2002).
● 3 key instructional processes:

1. Establishing where the learners are in their learning.

2. Establishing where they are going.
3. Establishing what needs to be done to get them there
THEORY OF FORMATIVE
ASSESSMENT:
KEY INSTRUCTIONAL
PROCESSES
THEORY OF FORMATIVE
ASSESSMENT:
KEY INSTRUCTIONAL
PROCESSES
● Definition of FA here based on a crossing of the process dimension
(where learners are in their learning, where they are going, how to get there)
with that of the agent of the instructional process (teacher, peer, learner).

● Assessment for learning can be conceptualized as consisting of five key

strategies (Wiliam & Thompson, 2007):
THEORY OF FORMATIVE
ASSESSMENT:
KEY INSTRUCTIONAL
PROCESSES
1. clarifying, sharing, and understanding learning intentions and criteria for
success.
2. engineering effective classroom discussions, questions, and tasks that elicit
evidence of learning.
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.

CONTENT
The first strategy involves
clarifying, communicating,
and understanding learning
intentions and criteria for
success with students. At
times it will be possible to
specify the learning
intentions in terms of clear
goals, with narrowly drawn
criteria for success.
EXAMPLE
When the teacher is trying
to help students learn how
to balance a chemical
equation. At other times,
particularly in creative
1. Clarifying,
work, such precision Sharing, and
would be neither possible Understanding
nor desirable, as when
students are engaged in Learning
exploring the possibilities Intentions and
of painting with acrylics.
Teacher need to redirect Criteria for
activities. Success
 EXAMPLE

For teachers of
students with
multiple and 2. Engineering
CONTENT profound learning Effective Classroom
Focuses on the elicitation of difficulties, it may be Discussions,
evidence of achievement. that evidence of
While this elicitation will Activities, and
learning is elicited by
frequently take the form of
touch rather than Tasks that Elicit
questioning, it is important
to note that any actions that through anything Evidence of
elicit evidence that can be recognizable as a Learning
used to inform instruction question.
are also included.
 EXAMPLE

When a student gives

a wrong answer,
teacher should repeat
CONTENT
that answer first and
then tell him that is 3. Providing
Emphasizes the fact not wrong at all. You
that effective formative Feedback that
can give him a clue to
assessment is adjust the answer and Moves Learners
prospective, rather than finally give him an Forward
retrospective. It is the applause for the
view through the correct one.
windshield rather than
the rear-view mirror.
 EXAMPLE

For students to
become owners of
their own learning
CONTENT
they need both to own
the curricular 4. Activating
Related to the role of objectives, and to be
learners in the Students as Owners
active in guiding their
formative assessment own learning—in of Their Own
process, including the other words, they Learning
extent to which students must become self-
are owners of their own regulated learners
learning and active as
learning resources for
each other
 EXAMPLE

When teachers ask

students to review
their learning by
CONTENT
constructing test
items (with correct 5. Activating
Provides a focus for the
other four strategies. In
answers) as students Students as
order for students to assess need to think
the work of others, they carefully about the Learning Resources
have to internalize the learning intentions of for One Another
learning intentions or the the work they have
success criteria, and these been studying.
understandings then become
available to the students for
use in their own productions
(Black et al., 2003).
02
VALUES
 Essential
Principles
 Make goals
Emphasized and standards Provides clear
learning transparent to assessment
outcomes students criteria
OUTCOMES
BASED

Closes the gap Provides Provides

between what feedback that is valuable
students know comprehensible diagnostic
and desire actionable and information data
outcomes relevant
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Provide a way to
align standards, Allow for the
content and purposeful selection
assessment of strategies

Instructionally
informative
Embeds assessment Guides instructional
in instruction decisions
 Track individual student
achievement

Provide appropriately
Consider each student’s challenging and
learning needs and styles motivational instructional
and adapt instruction activities
STUDENT accordingly
FOCUSED

Offer all students opportunities Design intentional and

for improvement objective student self-
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assessment