Formative Assessment vs Self Assessment

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Formative Assessment vs Self Assessment

by Steph

Jan 8, 2017

Help with formative assessment and self assessment! My colleagues and I have mixed views on the requirements for this.

1. Is the formative assessment and self assessment separate entities? Do I need to submit a formative assessment, then a separate self assessment? OR utilize them simultaneously?

2. Do the 3 student samples from the self assessment need to be from the same lesson or different lessons?

We are really stuck with these 2 aspects and do not want to do them wrong. Thank you all very much for the help!!!

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What Works Actually, I think we're saying the same thing - at least almost. My reading of the instructions is that the self- assessment IS connected to the formative assessment you submit.. Here is language from the instructions:

"...3 student’s use of self-assessment as part of the assessment process".

It is PART of the formativ...See MoreActually, I think we're saying the same thing - at least almost. My reading of the instructions is that the self- assessment IS connected to the formative assessment you submit.. Here is language from the instructions:

"...3 student’s use of self-assessment as part of the assessment process".

It is PART of the formative assessment process but not THE formative assessment, as the earlier poster stated. It supports THE formative assessment.

Those directions don't state a time-frame, but I believe it would make the most sense to use a self-assessment where students evaluate the same content as the formative assessment measured.

So if you teach a particular math concept and give a formative assessment along the way - DURING the unit - you'd also submit self-assessments related to that same topic. Self-assessments can take many forms so the example I gave in the earlier response is certainly not the only appropriate kind of self-assessment.

Aren't we saying the same thing? Does this make sense?

On 1/09/17, Mrsmath1 wrote: > Oh, wow. This is different than how I interpreted the > directions. Since it said "for the formative > assessment..." I was under the impression that the > students self-assessment needed to be based on the > formative assessment. For example, a process where they > did corrections and wrote about ways to continue to > improve that was totally connected to the formative. > > So, just to make sure I understand correctly. The self- > assessment can be separate from the formative? Does it > need to be from approximately the same time frame? What if > I had an ongoing checklist of mastery of standards for > them to track throughout the course of the unit. If I gave > the formative say 1/3 of the way through the unit could I > still submit the self-assessment work they do for the > remainder of the unit or does it need to be a snapshot at > that moment of time? > > I hope that makes sense? So glad I read this thread - if > I'm understanding correctly it would allow for some more > opportunities. > > On 1/09/17, Steph wrote: >> Great job guys!! Thank you!!! >> >> >> On 1/09/17, What Works wrote: >>> Ha Ha! YES! Why didn't I just say that the first time?. >>> Well put! >>> >>> >>> On 1/09/17, Biophysteach wrote: >>>> Thank you. Very detailed example. This makes more >>>> sense...a self assessment IS a form of formative >>>> assessment, but not THE formative assessment we are >>>> submitting. >>>> >>>> >>>> >>>> >>>> On 1/09/17, What Works wrote: >>>>> I see I could have explained more clearly. Below is a >>>>> definition of self-assessment (in education) I found: >>>>> >>>>> "Self-assessment is a process of formative > assessment >>>>> during which students reflect on and evaluate the >>> quality >>>>> of their work and their learning, judge the degree to >>>>> which they reflect explicitly stated goals or >>>>> criteria, identify strengths and weaknesses in their >>>>> work, and revise accordingly." >>>>> >>>>> Self assessment is part of/connected to a formative >>>>> assessment, but I see it as "apart" from the actual >>>>> assessment the teacher creates to measure learning. >>> For >>>>> C4, I see that a candidate teaches a unit of study, >>>>> then along the way, to see how the learning is >>>>> progressing, gives an assessment of some kind to >>>>> measure student learning to date. I see the >>>>> self-assessment as >>> connected, >>>>> in that students are evaluating THEMSELVES for that >>> same >>>>> period of learning in the areas stated above in the >>>>> definition. But the self-assessment isn't the same as >>> the >>>>> formative assessment designed to measure >>> understanding of >>>>> the content. >>>>> >>>>> Here might be one example: A candidate teaches a > unit >>> on >>>>> fractions. There are several concepts included such as >>>>> adding/subtracting like fractions, finding a common >>>>> denominator, and adding/subtracting unlike fractions. >>> He >>>>> gave a pretest BEFORE any instruction to diagnose >>> how >>>>> much the students already knew about fractions. So >>> along >>>>> the way, after teaching adding/subtracting like >>>>> fractions, the teacher gives a 10 problem quiz to see >>> how >>>>> the kids are doing. This will give a measure of their >>>>> learning on that topic. That would be a FORMATIVE >>>>> assessment. >>>>> >>>>> Along with that, the teacher gives the kids an >>>>> opportunity to self-assess. After or along with the >>>>> like fractions quiz, he gives them a self-assessment >>>>> sheet (could be called any of several things: exit >>>>> ticket etc. It could even be a separate section on the >>>>> quiz paper) itself. >>>>> >>>>> He asks the students for 3 pieces of information(no >>>>> right/wrong answer; not part of the quiz grade): >>>>> >>>>> 1) Tell in your own words what fractions represent. >>>>> >>>>> Answer YES, NO, MAYBE 2) I can explain how to >>>>> add/subtract like fractions to a friend. 3) I can >>>>> explain the meaning of the numerator and denominator. >>>>> >>>>> (Not saying these questions are the greatest...just >>>>> examples) >>>>> >>>>> Then the teacher uses the student self-assessment >>> along >>>>> with the quiz to determine (inform) what to do next. >>>>> >>>>> Now the teacher has 2 pieces of formative assessment >>> data >>>>> - the quiz and the self-assessment. Both inform >>>>> instruction. >>>>> >>>>> Of course, YOU would create a self-assessment >>> appropriate >>>>> to your students. You can google "student self >>>>> assessment" to get ideas. >>>>> >>>>> Does that explain any more clearly? Let's keep trying! >>>>> >>>>> >>>>> >>>>> >>>>> >>>>> On 1/09/17, Biophysteach wrote: >>>>>> What Works, >>>>>> >>>>>> The part that confuses me is that it says "include >>>>>> the >>>>> following: >>>>>> -for the formative assessment only, examples of 3 >>>>> students' use >>>>>> of self-assessment as part of the assessment >>> process" >>>>>> >>>>>> The fact that is says "for the formative assessment" >>>>>> makes >>>>> me >>>>>> think the self-assessment is part of the formative >>>>> assessment?? >>>>>> >>>>>> Maybe I'm off on this, but I'm thrown off by the part >>>>>> that it says it is for the formative assessment. You >>>>>> seem to think >>>>> the >>>>>> self-assessment is NOT part of the formative >>> assessment, >>>>> correct? >>>>>> >>>>>> To be honest, this 4th component has me extremely >>>>>> frustrated...the expectations are not clear at all. I >>>>>> didn't have nearly as much confusion with >>> components >>>>>> 2/3. :( >>>>>> >>>>>> Off to read the instructions yet again... >>>>>> >>>>>> >>>>>> >>>>>> On 1/08/17, What Works wrote: >>>>>>> I'll try to supply some guidance to your questions. >>>>>>> >>>>>>> 1) The formative assessment IS NOT the self- >>> assessment. >>>>>>> The formative assessment is an assessment YOU >>> give at >>>>>>> one or more points DURING the unit you're > teaching. >>> The >>>>>>> self assessment is something the STUDENTS do > that >>> tells >>>>>>> you how THEY FEEL about what they're learning so >>> far. >>>>>>> Both can inform your instruction but they are not >>>>>>> the same.Yes, you submit a formative assessment AND > 3 >>>>>>> student self-assessments. >>>>>>> >>>>>>> 2) The NB directions don't really specify if the >>>>>>> self assessments should be from the same lesson (or >>> point in >>>>>>> the unit of study) or can come from different points >>>>>>> within the unit lesson, so my interpretation is that >>>>>>> it's YOUR CHOICE. >>>>>>> >>>>>>> Some have also asked if the self-assessment >>> themselves >>>>>>> have to be the same...i.e. all exit tickets, or all >>>>>>> whatever but the same. Again the directions don't >>>>>>> specify that they MUST be or CANNOT be so I >>> interpret >>>>>>> it as meaning it's YOUR CHOICE. >>>>>>> >>>>>>> Hope that helps. >>>>>>> >>>>>>> >>>>>>> >>>>>>> >>>>>>> On 1/08/17, Steph wrote: >>>>>>>> Help with formative assessment and self >>> assessment! >>>>>>> My >>>>>>>> colleagues and I have mixed views on the >>> requirements >>>>>>>> for this. >>>>>>>> >>>>>>>> 1. Is the formative assessment and self > assessment >>>>>>>> separate entities? Do I need to submit a formative >>>>>>>> assessment, then a separate self assessment? OR >>>>>>> utilize >>>>>>>> them simultaneously? >>>>>>>> >>>>>>>> 2. Do the 3 student samples from the self >>> assessment >>>>>>>> need to be from the same lesson or different >>> lessons? >>>>>>>> >>>>>>>> We are really stuck with these 2 aspects and do > not >>>>>>> want >>>>>>>> to do them wrong. Thank you all very much for the >>>>>>> help!!!

Jan 9, 2017

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Mrsmath1 We may be, but in your first response where you say you feel the lack of specifics implies that it could be our choice on if we use the same 3 submissions and if we do it at the same point in the unit as our formative assessment is what I was thinking of differently. I felt that the self-assessment HAD to be directly connected to the one formative ...See MoreWe may be, but in your first response where you say you feel the lack of specifics implies that it could be our choice on if we use the same 3 submissions and if we do it at the same point in the unit as our formative assessment is what I was thinking of differently. I felt that the self-assessment HAD to be directly connected to the one formative assessment, so we didn't have that flexibility. Did I understand that first explanation correctly?

On 1/09/17, What Works wrote: > Actually, I think we're saying the same thing - at least > almost. My reading of the instructions is that the self- > assessment IS connected to the formative assessment you > submit.. Here is language from the instructions: > > "...3 student’s use of self-assessment as part of the > assessment process". > > It is PART of the formative assessment process but not THE > formative assessment, as the earlier poster stated. It > supports THE formative assessment. > > Those directions don't state a time-frame, but I believe it > would make the most sense to use a self-assessment where > students evaluate the same content as the formative > assessment measured. > > So if you teach a particular math concept and give a > formative assessment along the way - DURING the unit - > you'd also submit self-assessments related to that same > topic. Self-assessments can take many forms so the > example I gave in the earlier response is certainly not the > only appropriate kind of self-assessment. > > Aren't we saying the same thing? Does this make sense? > > > On 1/09/17, Mrsmath1 wrote: >> Oh, wow. This is different than how I interpreted the >> directions. Since it said "for the formative >> assessment..." I was under the impression that the >> students self-assessment needed to be based on the >> formative assessment. For example, a process where they >> did corrections and wrote about ways to continue to >> improve that was totally connected to the formative. >> >> So, just to make sure I understand correctly. The self- >> assessment can be separate from the formative? Does it >> need to be from approximately the same time frame? > What if >> I had an ongoing checklist of mastery of standards for >> them to track throughout the course of the unit. If I gave >> the formative say 1/3 of the way through the unit could I >> still submit the self-assessment work they do for the >> remainder of the unit or does it need to be a snapshot at >> that moment of time? >> >> I hope that makes sense? So glad I read this thread - if >> I'm understanding correctly it would allow for some more >> opportunities. >> >> On 1/09/17, Steph wrote: >>> Great job guys!! Thank you!!! >>> >>> >>> On 1/09/17, What Works wrote: >>>> Ha Ha! YES! Why didn't I just say that the first time?. >>>> Well put! >>>> >>>> >>>> On 1/09/17, Biophysteach wrote: >>>>> Thank you. Very detailed example. This makes more >>>>> sense...a self assessment IS a form of formative >>>>> assessment, but not THE formative assessment we > are >>>>> submitting. >>>>> >>>>> >>>>> >>>>> >>>>> On 1/09/17, What Works wrote: >>>>>> I see I could have explained more clearly. Below is a >>>>>> definition of self-assessment (in education) I found: >>>>>> >>>>>> "Self-assessment is a process of formative >> assessment >>>>>> during which students reflect on and evaluate the >>>> quality >>>>>> of their work and their learning, judge the degree to >>>>>> which they reflect explicitly stated goals or >>>>>> criteria, identify strengths and weaknesses in their >>>>>> work, and revise accordingly." >>>>>> >>>>>> Self assessment is part of/connected to a formative >>>>>> assessment, but I see it as "apart" from the actual >>>>>> assessment the teacher creates to measure learning. >>>> For >>>>>> C4, I see that a candidate teaches a unit of study, >>>>>> then along the way, to see how the learning is >>>>>> progressing, gives an assessment of some kind to >>>>>> measure student learning to date. I see the >>>>>> self-assessment as >>>> connected, >>>>>> in that students are evaluating THEMSELVES for that >>>> same >>>>>> period of learning in the areas stated above in the >>>>>> definition. But the self-assessment isn't the same as >>>> the >>>>>> formative assessment designed to measure >>>> understanding of >>>>>> the content. >>>>>> >>>>>> Here might be one example: A candidate teaches a >> unit >>>> on >>>>>> fractions. There are several concepts included such > as >>>>>> adding/subtracting like fractions, finding a common >>>>>> denominator, and adding/subtracting unlike > fractions. >>>> He >>>>>> gave a pretest BEFORE any instruction to diagnose >>>> how >>>>>> much the students already knew about fractions. So >>>> along >>>>>> the way, after teaching adding/subtracting like >>>>>> fractions, the teacher gives a 10 problem quiz to see >>>> how >>>>>> the kids are doing. This will give a measure of their >>>>>> learning on that topic. That would be a FORMATIVE >>>>>> assessment. >>>>>> >>>>>> Along with that, the teacher gives the kids an >>>>>> opportunity to self-assess. After or along with the >>>>>> like fractions quiz, he gives them a self-assessment >>>>>> sheet (could be called any of several things: exit >>>>>> ticket etc. It could even be a separate section on the >>>>>> quiz paper) itself. >>>>>> >>>>>> He asks the students for 3 pieces of information(no >>>>>> right/wrong answer; not part of the quiz grade): >>>>>> >>>>>> 1) Tell in your own words what fractions represent. >>>>>> >>>>>> Answer YES, NO, MAYBE 2) I can explain how to >>>>>> add/subtract like fractions to a friend. 3) I can >>>>>> explain the meaning of the numerator and > denominator. >>>>>> >>>>>> (Not saying these questions are the greatest...just >>>>>> examples) >>>>>> >>>>>> Then the teacher uses the student self-assessment >>>> along >>>>>> with the quiz to determine (inform) what to do next. >>>>>> >>>>>> Now the teacher has 2 pieces of formative > assessment >>>> data >>>>>> - the quiz and the self-assessment. Both inform >>>>>> instruction. >>>>>> >>>>>> Of course, YOU would create a self-assessment >>>> appropriate >>>>>> to your students. You can google "student self >>>>>> assessment" to get ideas. >>>>>> >>>>>> Does that explain any more clearly? Let's keep > trying! >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> On 1/09/17, Biophysteach wrote: >>>>>>> What Works, >>>>>>> >>>>>>> The part that confuses me is that it says "include >>>>>>> the >>>>>> following: >>>>>>> -for the formative assessment only, examples of 3 >>>>>> students' use >>>>>>> of self-assessment as part of the assessment >>>> process" >>>>>>> >>>>>>> The fact that is says "for the formative assessment" >>>>>>> makes >>>>>> me >>>>>>> think the self-assessment is part of the formative >>>>>> assessment?? >>>>>>> >>>>>>> Maybe I'm off on this, but I'm thrown off by the part >>>>>>> that it says it is for the formative assessment. You >>>>>>> seem to think >>>>>> the >>>>>>> self-assessment is NOT part of the formative >>>> assessment, >>>>>> correct? >>>>>>> >>>>>>> To be honest, this 4th component has me extremely >>>>>>> frustrated...the expectations are not clear at all. I >>>>>>> didn't have nearly as much confusion with >>>> components >>>>>>> 2/3. :( >>>>>>> >>>>>>> Off to read the instructions yet again... >>>>>>> >>>>>>> >>>>>>> >>>>>>> On 1/08/17, What Works wrote: >>>>>>>> I'll try to supply some guidance to your questions. >>>>>>>> >>>>>>>> 1) The formative assessment IS NOT the self- >>>> assessment. >>>>>>>> The formative assessment is an assessment YOU >>>> give at >>>>>>>> one or more points DURING the unit you're >> teaching. >>>> The >>>>>>>> self assessment is something the STUDENTS do >> that >>>> tells >>>>>>>> you how THEY FEEL about what they're learning > so >>>> far. >>>>>>>> Both can inform your instruction but they are not >>>>>>>> the same.Yes, you submit a formative assessment > AND >> 3 >>>>>>>> student self-assessments. >>>>>>>> >>>>>>>> 2) The NB directions don't really specify if the >>>>>>>> self assessments should be from the same lesson > (or >>>> point in >>>>>>>> the unit of study) or can come from different > points >>>>>>>> within the unit lesson, so my interpretation is that >>>>>>>> it's YOUR CHOICE. >>>>>>>> >>>>>>>> Some have also asked if the self-assessment >>>> themselves >>>>>>>> have to be the same...i.e. all exit tickets, or all >>>>>>>> whatever but the same. Again the directions don't >>>>>>>> specify that they MUST be or CANNOT be so I >>>> interpret >>>>>>>> it as meaning it's YOUR CHOICE. >>>>>>>> >>>>>>>> Hope that helps. >>>>>>>> >>>>>>>> >>>>>>>> >>>>>>>> >>>>>>>> On 1/08/17, Steph wrote: >>>>>>>>> Help with formative assessment and self >>>> assessment! >>>>>>>> My >>>>>>>>> colleagues and I have mixed views on the >>>> requirements >>>>>>>>> for this. >>>>>>>>> >>>>>>>>> 1. Is the formative assessment and self >> assessment >>>>>>>>> separate entities? Do I need to submit a > formative >>>>>>>>> assessment, then a separate self assessment? > OR >>>>>>>> utilize >>>>>>>>> them simultaneously? >>>>>>>>> >>>>>>>>> 2. Do the 3 student samples from the self >>>> assessment >>>>>>>>> need to be from the same lesson or different >>>> lessons? >>>>>>>>> >>>>>>>>> We are really stuck with these 2 aspects and do >> not >>>>>>>> want >>>>>>>>> to do them wrong. Thank you all very much for > the >>>>>>>> help!!!

Jan 9, 2017

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tptgal On 1/08/17, What Works wrote: > I'll try to supply some guidance to your questions. > > 1) The formative assessment IS NOT the self-assessment. > The formative assessment is an assessment YOU give at > one or more points DURING the unit you're teaching. The > self assessment is something the STUDENTS do that tells > you how THE...See More

Jan 10, 2017

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What Works tptgal, what is your question? I can't see what it is.

On 1/10/17, tptgal wrote: > On 1/08/17, What Works wrote: >> I'll try to supply some guidance to your questions. >> >> 1) The formative assessment IS NOT the self-assessment. >> The formative assessment is an assessment YOU give at >> one or more points...See More

Jan 10, 2017

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tptgal On 1/10/17, What Works wrote:

Would it be better to show 3 different self assessments or
3 completed examples of the same one? Also, can you take a
picture of exit slips (mine are smaller than 8x11)& submit
as one evidence? Any suggestions would be appreciated

Jan 11, 2017

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