First, let’s define assessments, and then formative
assessments. An assessment is a tool used to provide information about the
thinking, achievement or progress of students. Usually when faculty think about
assessments, summative assessments come to mind. These include exams, quizzes,
projects, or papers. And usually, this type of assessment comes with a grade. An
instructor might give an exam at the end of a chapter or unit and use it to
evaluate progress against a benchmark. A formative assessment, on the other
hand, is a check-in with students that can be used by the instructor to modify
classroom practices and learning activities. Formative assessments are
assessments for learning rather than of learning. A subtle but importance
difference. Can they be used as an equity tool?
We know that effective assessment must be a balanced system.
Yes, grades are important (and required!) but formative assessment techniques
(FATs) help to tell the rest of the story. Let’s ask students what they think!
It’s way better than relying on body language! Think about the times you
thought you were delivering a brilliant lesson…students were nodding like they
were following, smiling, seeming to hang on every word, understanding every
word. Then the test reveals otherwise.
Let’s look at this from the Transparency Framework*
perspective:
Purpose: The
purpose of formative assessments is to learn the whole story. Is learning
taking place in your class? And are you adapting to the needs of your students?
Task: Choose a
formative assessment technique (like the 3 Minute Pause) and use it several
times during the term. When you collect data, report back to students what you
heard.
Criteria: Look
for the trends in the student feedback, and make adjustments to your classroom
practices as needed.
So, you might be
asking, how is this an equity tool? FATs give us an opportunity to hear from
ALL students. It emphasizes getting all students to the same start and finish
line of understanding. Because it helps all students, it helps our underserved
populations to a greater degree.
Formative assessments also help develop a sense of belonging
in your classroom. Research tells us that having that sense of belonging
improves student confidence, and not having a sense of belonging can have an
emotional impact on students and can lead to failure to learn and stay. Formative assessments help us shift from a
one-way communication path (as the instructor I have all the information and I
will deliver content without thinking about how it’s being received) to a
two-way path (students, I hear what you are saying and I will adapt classroom
practices to help more learning take place as well as develop a greater sense
of belonging).
Want to know more about what formative assessments are easy
to use? Check with your faculty development professional on your campus!
*Transparent design increases
student academic confidence, sense of belonging, and persistence rates. Winkelmes. Liberal Education 99, 2 (Spring 2013)
Winkelmes et al. Peer Review 18, 1/2 (Winter/Spring 2016)
