Reflection on Formative Assessment Activity

On last week's exercise we were asked to apply the Backward Design framework to create a unit on formative assessment. Later, we were asked to post in our blogs how, if at all, did this activity change and/or deepen our understanding of formative assessment, and how would we describe to one of your science colleagues what the most salient features of formative assessment are.

The exercise simply showed me how it is always easier to speak, than to act. We only had fifty minutes to design the learning unit; as much as we tried to use the Backward Design, always thinking first on what the students, our clients, needed to learn and how the would learn it, it was complicated. From my point of view, it is complicated because you have a definite, specific objective given to you by your superiors. Sometimes we forget the most important objective, which is for the student to truly understand the concept.

The activity did not change my understanding on formative assessment; for me, it is crucial to keep verifying if your students are getting the concept; you need to build on a solid base, and for that you have to make sure constantly. It is also important to notice the difference with an evaluation. I would let my colleagues know that the formative assessment need to be continous during the teaching and learning process; it also needs to serve as a practice. Even though you can evaluate during your assessment activity, this is not the main goal. It is also important to notice that, the amount and quality of assessments will depend in the teacher. I believe that the most concerned teachers, those who actually care about their students, will assess better and more often.