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“Formative assessment is recognised as a significant strategy in raising pupil achievement – or indeed and learner’s achievement” (Clarke, 2008, p. 7). Assessment for learning is an essential component in education. It provides students with valuable information about their learning. Assessment can result in a lot of added work for a teacher. “Assessment occupies up to one third of teacher time according to research by Stiggins (1987)” (Muijs & Reynolds, 2011, p. 265).
Throughout my teaching practice I have been correcting and marking student’s worksheets. This is formatives assessment for the students. I have also been using exit cards on Teaching Practice (TP) this year, similar to TP last year. This year I have also been using traffic light coloured boxes where students place completed work in the boxes. Students assess their own work and then decide which coloured box to place it in. I hope to have much more formative assessment in my classroom throughout the rest of my teaching practice this year.
Formative assessment helps the student with their learning and it looks forward to the next stage of the leaning. “Formative assessment refers to daily ongoing feedback, which the teacher gives to the student to assist learning” (Bentham, 2002, p. 46). The feedback given must be specific and useful for the student, so they can make the most use of it. Formative assessment is a way of monitoring a student’s learning. The teacher is giving the student essential information on their work and learning but for it to be “truly formative, this information must be used by the learner to improve” (Petty, 2014, p. 448). Formative assessment is ongoing throughout the term of study. “It is an ongoing part of classroom activity and provides information for the teacher’s future planning” (Walsh & Dolan , 2009, p. 78).
Various tools can be used to assist formative assessment. One of these is the rubric, one which we have been introduced to in GMIT. “Clear rubrics need to be developed that indicate the criteria for success in a particular learning activity. These are used to give the pupils explicit guidelines about teacher expectations.” (Walsh & Dolan , 2009, p. 80). Exit cards is another form formative assessment that can be used within the classroom. Exit cards gather information from the students on their learning and provide the teacher with useful information on where students need more help. The purpose of the exit card is “to provide the teacher with formative assessment data” (Rutherford, 2012, p. 110). I have exit cards made out for one of my classes next week. This will provide me with valuable information from the students. I will know if there is any area that the students need more help with. I hope to use more exit cards throughout my teaching practice.
Throughout my teaching practice I have been correcting and marking student’s worksheets. This is formatives assessment for the students. I have also been using exit cards on Teaching Practice (TP) this year, similar to TP last year. This year I have also been using traffic light coloured boxes where students place completed work in the boxes. Students assess their own work and then decide which coloured box to place it in. I hope to have much more formative assessment in my classroom throughout the rest of my teaching practice this year.
Formative assessment helps the student with their learning and it looks forward to the next stage of the leaning. “Formative assessment refers to daily ongoing feedback, which the teacher gives to the student to assist learning” (Bentham, 2002, p. 46). The feedback given must be specific and useful for the student, so they can make the most use of it. Formative assessment is a way of monitoring a student’s learning. The teacher is giving the student essential information on their work and learning but for it to be “truly formative, this information must be used by the learner to improve” (Petty, 2014, p. 448). Formative assessment is ongoing throughout the term of study. “It is an ongoing part of classroom activity and provides information for the teacher’s future planning” (Walsh & Dolan , 2009, p. 78).
Various tools can be used to assist formative assessment. One of these is the rubric, one which we have been introduced to in GMIT. “Clear rubrics need to be developed that indicate the criteria for success in a particular learning activity. These are used to give the pupils explicit guidelines about teacher expectations.” (Walsh & Dolan , 2009, p. 80). Exit cards is another form formative assessment that can be used within the classroom. Exit cards gather information from the students on their learning and provide the teacher with useful information on where students need more help. The purpose of the exit card is “to provide the teacher with formative assessment data” (Rutherford, 2012, p. 110). I have exit cards made out for one of my classes next week. This will provide me with valuable information from the students. I will know if there is any area that the students need more help with. I hope to use more exit cards throughout my teaching practice.