Formative Assessment
Research has shown that in today's classrooms, there is no connection between the amount of testing conducted by a teacher and betterment of learning for students. In response to this fact, there has been a dramatic shift in current educational assessment practices when teaching all students, not only those suffering from the effects of dyslexia. This transition has seen a decrease in summative assessment procedures and an increase in formative assessment. This change however, strongly supports the ability for dyslexic students to be successful in the classroom as formative assessment gives teachers the opportunity to provide proper feedback and specific learning supports to them. These assessment practices also reduce the stress levels that accompany high-stake assignments and tests and allow students to focus solely on learning rather than a final grade.
There are five factors that educators should employ when looking at formative assessment. They include:
1) Effective Feedback
2) Student involvment in their own learning
3) The ability to adjust teaching based on the assessment results
4) See how assessment effects motivation and self-esteem
5) Have students self-assess and develop their own learning
There are five factors that educators should employ when looking at formative assessment. They include:
1) Effective Feedback
2) Student involvment in their own learning
3) The ability to adjust teaching based on the assessment results
4) See how assessment effects motivation and self-esteem
5) Have students self-assess and develop their own learning