Some of those strategies, which I have had the opportunity to observe and critically analyse during my preliminary attachment, are: feedback, self- assessment and classroom discussion.FEEDBACK ‘Unless students are able to use the feedback to produce improved work, neither they nor those giving the feedback will know that it has been effective’.In other words, it is concerned with the type of learning pupils become involved with.In addition, why and how we assess pupils has an enormous impact on their educational experience and consequently on how and what they learn (Wynne, 2007).
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It thus differs from assessment designed primarily to serve the purposes of accountability, or of ranking, or of certifying competence’.
(Black et al., 2002, p.7) Furthermore, according to researches, some of the key elements of formative assessment include the identification by teachers and students of learning goals, intentions or outcomes and criteria for achievement; conversations, with feedback, between teachers and students that build on what is known and what is to be learned; active involvement of students in their own learning and also teachers responding to identified learning needs and strengths by modifying and/or adapting teaching strategies, materials and approaches (Stiggins, 1992; Stiggins and Conklin, 1992; Fontana and Fernandes, 1994; Fredrickson and White, 1997; Black and Wiliam, 1998a; Shepard, 2000; Boston, 2002; Guskey, 2003; Liang and Creasy, 2004).