workshop handouts

1. Formative Evaluation (Workshob by Inspector Mr. Med Salah Abidi. CREFOC, Sidi
Bouzid. July 2009) ~ HANDOUTS
APPENDIX
Word doc.1
- Groups of 4 to 6 participants read mixed up notes to develop definitions
of the concepts: Formative / Summative Evaluation and the major
features of difference between both of them.
- on-going assessments, reviews, and observations in a classroom.
- used to evaluate the effectiveness of instructional programs and
services at the end of an academic year or at a pre-determined time.
- to improve instructional methods and student feedback throughout the
teaching and learning process.
- to make a judgment of student competency -- after an instructional
phase is complete.
- given periodically to determine at a particular point in time what
students know and do not know.
- provides the information needed to adjust teaching and learning while
they are happening.
- generally associated only with standardized tests such as state
assessments.
- spread out and occur after instruction every few weeks, months, or once
a year.
- It's not teachers just collecting information/data on student learning; it's
what they do with the information they collect.
- It is a continuous assessment that allows teachers to determine
individual student needs and to adjust instruction as appropriate.
- It is often used when students are ready to demonstrate achievement of
curriculum objectives.
- The purposes are to identify aspects of performance that need to
improve and to offer corrective suggestions.
- It need not make a judgment.
-They are assessments for learning a opposed to assessment of learning.
-They produce non-threatening Results

2. Formative Evaluation (Workshob by Inspector Mr. Med Salah Abidi. CREFOC, Sidi
Bouzid. July 2009) ~ HANDOUTS
Word doc.2:
Benefits of formative evaluation
The Assessment Reform Group in the UK has set out 10 principles for
formative assessment. Among these principles are that assessment for
learning should:
• be part of effective planning of teaching and learning
• focus on how students learn
• be recognised as central to classroom practice
• be regarded as a key professional skill for teachers
• be sensitive and constructive because any assessment has an
emotional impact
• take account of the importance of learner motivation
• enable learners to receive constructive guidance about how to
improve
• develop learners’ capacity for self-assessment so that they can
become reflective and self-managing
• recognise the full range of achievements of all learners

3. Formative Evaluation (Workshob by Inspector Mr. Med Salah Abidi. CREFOC, Sidi
Bouzid. July 2009) ~ HANDOUTS
Word doc.3:
Formative assessment is a means of communication between teacher and
student, guiding the teacher toward appropriate instructional decisions
and providing encouraging feedback to the student. You’ve probably
been using all kinds of formative assessments without realizing that they
were called, which is something that often happens in education and
communication. But when we give a name to something, such as
formative assessment, we can transform what we are doing intuitively
into an intentional practice. Our awareness of formative assessment will
make us better communicators and planners.
Formative assessment is assessment that is meant to guide both teachers
and students toward the next steps in the learning process. Formative
assessment differs from summative assessment in that summative
assessment has an air of finality. When we think of summative
assessments, we think of unit tests, final exams, standardized tests,
entrance exams, and the like. Although any assessment instrument may
be used as formative assessment (to guide learning), those just mentioned
are usually used more for ranking and sorting students than for informing
them (and their teacher) about their learning needs. Thus, the difference
between formative and summative assessment depends largely upon
how the results of the test or project are going to be used.
There’s another difference, and that has to do with the attitude that
students have toward formative assessment: formative assessment does
not result in a grade “that counts.” Therefore, students approach it with
less anxiety, competitiveness, and defensiveness. The downside is that
some students might not do their best on formative assessments, believing
that they “don’t count.” The unfortunate view that students should give a
school-time task their best shot only if it will figure into their report card
grade is ingrained in our society and works against a more authentic view
of what education is really all about.
Formative assessment leads to follow-through; summative assessment
ends with a grade. To understand the difference between formative and
summative assessment, you need to undergo a paradigm shift in what
assessment in school is all about. Traditionally, we think of assessment
(testing) as a means of putting “closure” on learning, as though learning
is something that should have closure.
Earlier, I said that any assessment can be formative assessment. Whether
an assessment is formative depends on how the teacher and student are

4. Formative Evaluation (Workshob by Inspector Mr. Med Salah Abidi. CREFOC, Sidi
Bouzid. July 2009) ~ HANDOUTS
going to use the results. Consider this example: A student takes a
traditional spelling test. She gets four words wrong. If this assessment is
to be used formatively, the student would be expected not only to learn
the misspelled words, but, more importantly, to employ an effective
method for learning them. For example, the misspelled words may
conform to a rule that the student needs to learn, or they may fit into a
pattern of words that are spelled similarly; they may be exceptions to a
rule; they may be learned through a visual or mnemonic. The point is that
the traditional spelling test—any traditional test—may be turned into a
formative assessment by including a meaningful follow-up component,
one that goes beyond mere correction of wrong answers.
Responses to Formative Assessments
Teachers can use the results of formative assessments to adjust their
teaching strategies and to match students with appropriate materials and
learning conditions. Formative assessment information can determine:
♦ How to group students
♦ Whether students need alternative materials
♦ Whether students are ready to advance
♦ The amount of time to be allocated to a particular learning experience,
such as reading and understanding a document
♦ Whether students are understanding a poem’s literal level, before
moving on to its interpretative possibilities
♦ What concepts may need to be retaught to the entire class, or to certain
students.
If a teacher does not intend to regroup, reteach, scaffold, or change any
learning conditions as a result of formative assessment information, then
there’s no point in doing any formative assessment. Therefore, teachers
using formative assessment need an array of alternatives (methods and
materials). If the goal is to cover, get through, finish up, putting every
student through the samepaces at the same rate with the same resources,
then formative assessment does not achieve its purpose.

5. Formative Evaluation (Workshob by Inspector Mr. Med Salah Abidi. CREFOC, Sidi
Bouzid. July 2009) ~ HANDOUTS
Word doc.4:
FORMATIVE vs SUMMATIVE ASSESSMENT
-Participants complete the following table individually, check in their
groups the answers, then whole group discussion:
Tick the appropriate box
Statement Formative assessment Summative assessment
Timing is flexible
Questions on a test are
surprises to the student
Test /task is not
flexible
No direct follow-up:
when it is over, it is
over
Teacher’s feedback is
commentary and / or
number grade
Evaluation is used to
guide future learning
Results figure in the
report card grade
Considers the students
zone of proximal
development
Students must perform
within time limits

6. Formative Evaluation (Workshob by Inspector Mr. Med Salah Abidi. CREFOC, Sidi
Bouzid. July 2009) ~ HANDOUTS
Word doc.5:
ANALYSIS OF FORMATIVE ASSESSMENT PROCESSES
Participants in their groups complete the chart. They analyse the process
and discuss the possible intentions of the teacher and the possible
benefits for the learner.
Description T.Intention Benefit for the learner
T.observes learner at
work.
T. asks learner about
how and why specific
action has been taken.
T.asks for clarification
about what has been
done, is being done or
will be done. Learner
replies.
T. communicates task
criteria(what has to be
done in order to
complete the task) or
negotiates them with
the learner.
T.gives/discusses
evaluative feedback on
work done with
respect to task, effort,
ability...with reference
to past achievement)

7. Formative Evaluation (Workshob by Inspector Mr. Med Salah Abidi. CREFOC, Sidi
Bouzid. July 2009) ~ HANDOUTS
Word doc.6:
Samples from the Tunisian Textbooks
-1st year Secondary Education Perform Through English
At the end of each lesson, there’s a “check what you have learnt
today” rubric.
CHECK WHAT YOU HAVE LEARNT TODAY
Ideas
Functions
Grammar
Vocabulary
Other
- 2nd year Secondary Education Perform to Learn
a- Before the learners start the new syllabus, they are sollicited to
answer a diagnostic test pp11-12, a qustionnaire p13 and have a go on
a three review sessions pp15-19.
b- During the course, students answer three progress check tests pp52-
53; 93-94; 162-164.
c- After each progress check, students complete a self-evaluation sheet
p54; 95; 165.
- 3rd year Secondary Education Activate And Perform
a- The book starts with a Review module pp7-11.
b- Each module starts with the expected learning outcomes
c- At the end of each module students are asked to fill in a self-
assessment sheet.

8. Formative Evaluation (Workshob by Inspector Mr. Med Salah Abidi. CREFOC, Sidi
Bouzid. July 2009) ~ HANDOUTS
Word doc.7:
Conducting a survey
Participants complete the chart and discuss the importance of data
colloected through the survey for the teacher to improve teaching.
In this team I feel
Important 12345 Ignored
Comfortable 12345 Uncomfortable
Involved in the 12345 Restless, Bored
activities
Part of group 12345 Alone
Sure of where I 12345 Not sure where I
stand stand
The trainer has been
Prepared 12345 unprepared
Fair unfair
Helpful unhelpful
Well-organised Lacking
organisation
Clear about Unclear about
what is expected what is expected
Sensitive to my Unsensitive to
needs my needs
Fully engaged Seemingly
and excited bored
knowledgeable Not on top of
the issue
Able to make Over our hands
difficult ideas
easy and
accessible

9. Formative Evaluation (Workshob by Inspector Mr. Med Salah Abidi. CREFOC, Sidi
Bouzid. July 2009) ~ HANDOUTS
Our work has generally been
Thought 12345 dull
provoking
Effective in ineffective
hhelping me
learn
Too fast Too slow
Too easy Too hard
Too little Too much