Essay On Formative Assessment

Formative assessments are a continuous process that teachers and students engage in to focus on learning objectives and are not used as a grading tool. Rather, formative assessments are applied before and during instruction, a tool to help students accumulate information in order to enhance learning. Prior to instruction of a lesson, formative assessments are used as a means to discover where students are in relation to learning the subject matter. When it is applied during instruction it is used for progress as the students continue to work toward their learning goals. Examples of formative assessments include observations, self and peer assessment, student portfolio, and questioning strategies (Gioka, 2009).
Summative assessments and formative assessments are coupled since they both function to serve the same learning objectives. Both assessments are utilized by students as they develop, practice, and learn. If formative assessments information reveals that students’ work is close to the learning goal, then practice is not as necessary, instead the students are prepared to demonstrate attainment on a summative assessment. Summative assessments are used to review student learning, skill
Understanding by Design uses a curriculum model with a backward outline consisting of objectives, goals, and outcomes for student learning, assessment, as well as curriculum and instruction. As a result, the use of these essential tools provide the necessary compilation of evidence over time from constant queries and rethinking to narrow the gap of what learners already know and what they need to know. Therefore, it assists the UbD model with being able to identify desired results, determine acceptable evidence and to plan appropriate educational experiences and instruction (Wiggins & McTighe,