Over the years, formative assessments was another aspect that changed as I transitioned to proficiency-based instruction. Here I’ll show you a few examples that worked for me.
What is a formative assessment? What is the purpose of formative assessments?
Definition of Formative Assessment: Formative assessment refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course. Formative assessments help teachers identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or learning standards they have not yet achieved so that adjustments can be made to lessons, instructional techniques, and academic support.
What do formative assessments look like in my class? How have they changed?
I started with these, but they were practicing isolated skills out of context. They do not reflect real life or authentic communication. I’ve never had a conversation with what body part I use to do an activity or listed off as many body parts as possible.
Sure, these are easy to grade, and some students say they like them. Mine said they liked them because “they are easy.” They are mainly identification, translation or conjugation (lower/mid levels on Bloom’s Taxonomy) and one or two word answers (Novice Low/Mid).
More importantly, I found that they were not prepping the students for the summative assessments or real life interactions. I’m not saying to immediately throw them all out, but to think about other options.
Now, most of them are open-ended, focused on the daily learning objective, show if they can use the new “function” phrases and assessed with a proficiency rubric (how well can they do it). This helps to assess their learning when it was personalized, such as having student choice for vocabulary lists and authentic resources. The open-ended prompt let them work on achieving higher proficiency levels where I could give feedback.
This was a BIG shift for me, but I saw results that I could not ignore: the students’ performance (on assessments and on the spot) improved much faster and they were reaching higher proficiency levels than they did in the past.
If communication is the final goal, then summative assessments should reflect that, and formatives should prepare them for summatives.
Formative “Quick” Checks
This “Exit Slip Poster” where they self-assess and rate themselves is another way to get a quick check. Read more here.
Here’s a question I wrestled with for awhile: If formatives are to identify concepts that students are struggling with so adjustments can be made to future lessons, should they receive a grade on this that affects their overall grade?
What if they did not receive grades for formatives? I understand that schools usually have guidelines for grades, but if I were allowed to do ANYTHING, this is what I would prefer: Formative assessments would NOT factor into their grade. I would still put it in the grade book, but under a category that is worth 0%. Then I have evidence of students’ progress for parents without it affecting the grade. I know, kind of radical, but I saw success from doing this. Their final grade better reflected their language ability.
In real life, if my goal is to play well in a tennis match, I would not play a match every day. I need some practice and coaching to improve before the next match. Then I have the chance to try something (take a risk!) new before I try it in a match.
Overall, formative assessments are one way to see how they are doing before the end so they have a chance to get feedback and improve. It’s like playing a mock tennis match during practice or playing through a song before a rehearsal – where someone can give you immediate feedback. Plus it lessens their anxiety because it has been practiced.
Now you’ve read my thoughts and some of my formative assessments. I’d love hear your thoughts and examples for formatives! There’s not only one way to teach a language!