Interactive Formative Assessment: Assessment For Learning

1206 Words 5 Pages
Assessment is vital to the education process. Assessment for Learning, also known as Formative assessment, refers to ongoing and interactive assessments of students’ progress and understanding throughout task performances. Assessment for learning allows for learning needs and teaching strategies to be identified, adjusted and diagnosed appropriately in relation to ‘next step '. It provides opportunities to optimise the student achievement levels and to attain a greater equity of student outcomes and performance. (ARG, 2002) Formative assessment seeks to promote, guide and involve students in assessing and managing their learning by addressing: Where Am I Now?, Where Am I Trying to Go? , How do I get there?, whilst teachers address their role …show more content…
Interactive formative assessment can be defined as an instructional process of assessment put into practice. It comprises of observing learning, analysing and interpreting evidence of learning; and then feeding back in support of learners’ self-assessment. This key professional skill of interactive format assessment, assimilates the three correlative processes of noticing, recognising and responding. Each process stage addresses the science, social and personal learning needs of individual students, with immediate response to observed need within teacher-student interaction encounters. (Cowie and Bell, 1999) The purpose of interactive formative assessment is to refine students’ learning goals, in relations to their learning need. Interactive formative assessment is specific to underpinning students’ understanding and sense making of what they are learning, with the diagnoses of an analytical response from the teacher. Noticing is a key part of interactive formative assessment as information gained from students was faster than eliciting it. During this time of teacher-student interaction, information is gathered by the teacher about the learner, as evidence of students thinking ( Cowie and Bell, 1999). This stage of observing, provides teachers the essential information of students sense making and understanding,

Related Documents