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Formative assessment is an process where teachers gather information about students’ understanding and use that data to adjust instruction in real time. Unlike summative assessments, which evaluate learning at the end of a unit, formative assessments provide continuous feedback to both students and teachers, promoting deeper learning and equitable participation (Fincke et al., 2021).
In my classroom, formative assessments will take multiple forms to ensure all students have opportunities to demonstrate their understanding. Here are three examples:
1. Exit Tickets – At the end of each lesson, I will ask students to respond to a quick question related to the day’s learning. For example, in a multi-day unit on ecosystems, students might answer: “How does energy flow through a food web?” This allows me to gauge comprehension and address misconceptions.
2. Think-Pair-Share – During class discussions, students will first reflect on a question individually, discuss with a peer, and then share with the class. This strategy encourages all students to engage in the learning process and provides insight into their thought processes (Keeley, 2019).
3. Concept Mapping – Before and after a lesson, students will create visual representations of their understanding of scientific concepts. This strategy helps identify how their knowledge evolves over time and where additional clarification is needed (Ross & Davidson, 2020).
A question I have about formative assessment is: How can I best incorporate student self-assessment strategies to help them take ownership of their learning during a multi-day unit?
References:
• Fincke, K., Morrison, D., Bergsman, K., & Bell, P. (2021). Formative assessment for equitable learning: Leveraging student voice through practical measures. The Science Teacher, 89(2).
• Keeley, P. (2019). Formative assessment in the science classroom: What it is and what it is not. Science & Children, 56(9), 8-9.
• Ross, D. & Davidson, A. (2020). Integrating the five practices and model-based inquiry to facilitate meaningful science. Science Scope, 44(1).
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