ASSESSMENT FOR LEARNING
Assessment can be used as a learning tool as well being diagnostic. This formative assesment allows the teacher to determine the competence of a student in a given task or skill as well as provide an opportunity for the student to improve upon that skill. The document on the left is excellent for students who are learning to write numbers for the first time. It is placed in an acetate sleeve for the student to complete with dry-erase markers. This allows the assessment to serve as an indefinite task as students who finish simply erase and start again. This also keeps students who finish a primary task occupied until the class is ready to move to the next part of the lesson.
Formative assessments build the students' knowledge through concrete experience. In this example, students labeled a big diagram of a spider in a whole class setting before labeling a smaller diagram individually.
The advantage of formative assessment is that the teacher can identify areas of improvement quickly without having to wait for the results of the summative assessment at the end of the lesson. For instance, this student will need teacher support to work on colouring as well as correctly identifying the eyes and body of the spider.
This formative assessment targets a different area of competence by asking students to count the parts of the spiders body. This build on the previous formative assessment as the students must know where each body part is in order to count them. Students were able to refer to the big diagram during this assessment as well as the spider on the page.
A summative assessment is imperative to take stock of what students have learned over the course of the lesson. In this assessment for the spider unit, students were given the freedom to draw whatever they wished to express as what they learned. I then asked students what they drew and recorded the response, in their words, at the bottom of the page.