Formative Assesment
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As a second example, for over a decade we have had persuasive empirical evidence showing that the classroom use of formative assessment can dramatically improve how well students learn. The formative-assessment process uses assessment-elicited evidence of student’s progress so both teachers and students can, if they need to, make suitable adjustments in what they’re doing. Formative assessment may not boost scores sufficiently on instructionally insensitive accountability tests so as to satisfy today’s unrealistic requirements, but formative assessment most certainly helps kids learn better what they need to learn. Who needs to understand this? Well, it should surely be all educators, all citizens (especially parents and policymakers), but it should also be students themselves. Students have a right to know that there’s an assessment-based process out there that, if employed by teachers, will substantially improve instruction.
This paragraph outlines the kind of test and communication we would like to impliment in the student/teacher level of assesments.
This paragraph outlines the kind of test and communication we would like to impliment in the student/teacher level of assesments.
