Formative assessment Essay

We use the general condition assessment to refer to all those activities undertaken by teachers and by their students in assessing themselves that rear education to be utilise as feedback to modify doctrine and scholarship activities. Such assessment becomes formative assessment when the evidence is actually used to adapt the education to meet student needs. Black, P. & Wiliam, D.The purpose of the educational process focus on students teaching, and when students use what has been taught in real sustenance situations, then it lot be said that the students are nurture and that the accusive is being achieved. But, can a test determine this in a classroom? Can I state that my students are learning ground on a multiple choice test at the end up of a unit? The answers of these questions may vary according to the type of teaching method a person uses.If this person uses a conventional teaching method that only seeks learners knowledge accumulation, then he or she could re gularise yes. However, as times have changed and the ship canal in which people view the educational process have changed too, I consider that it is necessary to fictionalise the way in which students are assessed and focus more on students surgical process in order to promote learning and involve them in their make learning process through and through the use of formative assessment earlier than traditional or summative assessment whose aim lies on interrogatory knowledge.Therefore, if a student takes a test and when he receives his score in terms of numbers or letters and he sees a lamentable grade, it can give him a negative emotional impact that could reprove him from continuing learning, and the next time he takes a test he will do it just for the sake of spend a pennyting a superb score. So, How about learning? Did it happen? In this situation my answer is an utterly noFor the reasons above, it is important to apply a different assessment with a formative function t hat according to Nicol and Macfarlane-Dick (2005) aids learning by generating feedback information that is of benefit to students and to teachers. Feedback on procedure, in class or on assignments, facilitates students to reconstitute their understanding/skills and build more powerful ideas and capabilities. This kind of assessment is called moldable assessment. With this form of assessment, teachers concentrate more on the how students learn and what they need to learn.Therefore, in this sort of assessment it is not only fill in the gaps with the line up words or match the sentences with the correct answer and you will encounter 5 points or an excellent grade, but lets do this project, lets carry out this task, how will you solve this chore? What do you think about this? And some other activities in which students can learn by doing. But most important of all, is that students receive a positive feedback about what to improve and change, to have a better performance in the upc oming assignments.As Shepard, (2008) states, what makes formative assessment formative is that it is this instant used to make adjustments so as to form new learning Through the use of formative assessment students understand their own learning and set about appropriate strategies for learning to learn, also they build skills for peer and self-assessment, and they get actively involved in their own learning process quite an than merely absorbing information as in a traditional or summative assessment.Taking everything into consideration, it is my opinion that teachers focus more on students performance through the use formative assessment, so learners can develop the patterns of thoughts they need to achieve and be aware of their learning goals, and as students give the sack forward in their learning, they can use personal knowledge to hit meaning, have skills of self-monitoring to realize that they dont understand something, and have ways of deciding what to do next. Earl, Lo rna. (2003). REFERENCES Black, P. & Wiliam, D. (1998).Inside the Black Box Raising standards through classroom assessment, Kings College, London. Earl, Lorna. (2003). Assessment As Learning utilize classroom assessment to maximize student learning. Experts in assessment series, Corwin pinch Inc. , Thousand Oaks, California. Nicol, David Macfarlane-Dick, Debra (2005). Rethinking Formative Assessment in HE a metaphysical model and seven principles of good feedback practice. Quality Assurance Agency for higher(prenominal) Education. Shepard, Lorrie A. 2005. The Future of Assessment Shaping Teaching and Learning, New York.