Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-0323-2.ch001
Reshma Ramkellawan-Arteaga
The concept of assessments has become conflated with standardized summative exams such as state benchmarks. Schools are under significant pressure to exhibit proficiency on said exams. The inability to do so results in dire consequences (e.g., state receivership, school closures, etc.). As a result, school leaders might make the conscious decision to modify curricula and assessment to best reflect the upcoming exam. This practice shifts and dilutes the thinking around effective assessment practices. Teachers come to view assessments as opportunities more so for information recall rather than instances to promote greater metacognition. This document offers insight into how schools can begin to shift their thinking around assessment practices and create a culture that supports assessment as learning.
{"title":"Making the Leap","authors":"Reshma Ramkellawan-Arteaga","doi":"10.4018/978-1-7998-0323-2.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-0323-2.ch001","url":null,"abstract":"The concept of assessments has become conflated with standardized summative exams such as state benchmarks. Schools are under significant pressure to exhibit proficiency on said exams. The inability to do so results in dire consequences (e.g., state receivership, school closures, etc.). As a result, school leaders might make the conscious decision to modify curricula and assessment to best reflect the upcoming exam. This practice shifts and dilutes the thinking around effective assessment practices. Teachers come to view assessments as opportunities more so for information recall rather than instances to promote greater metacognition. This document offers insight into how schools can begin to shift their thinking around assessment practices and create a culture that supports assessment as learning.","PeriodicalId":287040,"journal":{"name":"Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128339963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-0323-2.ch006
J. Kouo
The heterogeneity of students in today's classrooms present many obstacles when it comes to formatively assessing learning. The formative assessment cycle affords teachers numerous opportunities to measure student progress towards objectives, provide timely feedback, and make necessary adjustments to instruction. Formative assessments also provide considerable value to students, in the form of learning engagement, and tracking their own progress and planning of future steps. Due to the value of formative assessments in making decisions and supporting students, it is necessary that educators plan and utilize equitable assessment practices to eliminate unnecessary barriers students may face. The chapter will therefore discuss the obstacles that variable learners may experience that impede their inclusion in classrooms, the importance of the universal design for learning in ensuring engagement and multiple means of action and expression, and finally, bring awareness to students with disabilities and the importance of accommodations and modifications in their success.
{"title":"Don't Assess a Fish by Its Ability to Climb a Tree","authors":"J. Kouo","doi":"10.4018/978-1-7998-0323-2.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-0323-2.ch006","url":null,"abstract":"The heterogeneity of students in today's classrooms present many obstacles when it comes to formatively assessing learning. The formative assessment cycle affords teachers numerous opportunities to measure student progress towards objectives, provide timely feedback, and make necessary adjustments to instruction. Formative assessments also provide considerable value to students, in the form of learning engagement, and tracking their own progress and planning of future steps. Due to the value of formative assessments in making decisions and supporting students, it is necessary that educators plan and utilize equitable assessment practices to eliminate unnecessary barriers students may face. The chapter will therefore discuss the obstacles that variable learners may experience that impede their inclusion in classrooms, the importance of the universal design for learning in ensuring engagement and multiple means of action and expression, and finally, bring awareness to students with disabilities and the importance of accommodations and modifications in their success.","PeriodicalId":287040,"journal":{"name":"Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131179554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-0323-2.ch011
Elvira Lázaro Santos, Leonor Santos
This chapter presents an empirical investigation in which we developed formative assessment strategies with mathematical tasks using technology. The study is interpretative in nature, in a case study format. We designed assessment strategies in a collaborative work context, performed in a Mathematics classroom with 5th-grade students. Evidence shows that the use of peer assessment has had an impact on the learning of the parallelogram area with the help of the written feedback provided by their peers and the contact with the work of their colleagues, they managed to develop a conjecture for the parallelogram area.
{"title":"Learning the Parallelogram Area With Technology Supported by Formative Assessment","authors":"Elvira Lázaro Santos, Leonor Santos","doi":"10.4018/978-1-7998-0323-2.ch011","DOIUrl":"https://doi.org/10.4018/978-1-7998-0323-2.ch011","url":null,"abstract":"This chapter presents an empirical investigation in which we developed formative assessment strategies with mathematical tasks using technology. The study is interpretative in nature, in a case study format. We designed assessment strategies in a collaborative work context, performed in a Mathematics classroom with 5th-grade students. Evidence shows that the use of peer assessment has had an impact on the learning of the parallelogram area with the help of the written feedback provided by their peers and the contact with the work of their colleagues, they managed to develop a conjecture for the parallelogram area.","PeriodicalId":287040,"journal":{"name":"Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126251547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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