Definition
 “Formative
Assessment encompasses all those activities
undertaken by teachers and/or students which provide information
to be used as feedback to modify the teaching and learning
activities in which they engage” Black and Willian (2006).
Aims of CA
• To allow learners to evaluate themselves and also in peer groups
• To help teachers find out which teaching methods and materials
work best.
• To provide information for both the teacher and the learner to
reflect on the learning process and the level of achievement
• To help teachers pay attention to individual differences and
learning styles of the learners
• To make learners realize how well they can achieve the objectives
and what they need to do and learn in order to improve
Purposes of CA
 To improve both the validity and reliability of the results of
pupils’ performance on tests and exercises.
 To help the pupil to develop effective learning and work habits.
Purposes can be achieved by following ways:
1. Longer time for collecting assessment information
2. Use of different test forms and different test situations
3. Inclusion of more complex thinking skills in the testing
programme
4. Teacher assistance and remediation
CA tools
 Anecdotal record
 Checklist
 Rating scale
 Rubrics
 Teaching portfolio
Anecdotal records
 Anecdotal records are the written observations – word for
word, action for action – of exactly what a child is doing and
saying.
 The teacher observes and then records a child's actions and
work throughout the day while the activities are occurring.
 The recording is informal.
 It can be on an event, series of events or even throughout the
day.
Anecdotal Records and Observation
 Child's Name: Tshering
 Date & Time: 18/4/ 8:45 am
 Place or Learning Center: Preschool classroom-free play
 Observed Event & Behaviors:
 Tshering sat next to Sonam at the reading table. Then she
greeted her and said “do you want to read a book with me?"
Sonam said that she cannot read. Tshering replied, "We can
look at the pictures then"
Days and
date
Place
Time
Incident
Intervention
Monday
(23/4/12)
Chemistry
laboratory
1:40 p:m
Handles
apparatus
carelessly and
uses it in a
wrong
manner.
Reminded
him to read
the procedure
and do
accordingly.
Tuesday
(24/5/11)
_
_
_
_
Activity observed
Child # 1
Observation #1



writing time


Shakes pencil

Turns pencil
around in hand



Places head on
hand

Twirls pencil in
fingers
Looks at his
neighbor’s paper
Writes constantly
Child # 3
through the
Looks at child
sitting next to him
Time observed: 5
minutes

book on floor
Activity: Writer’s
Workshop
Drops pencil and
Child # 2
Chews on erasure
end of pencil

Raises hand for 1
Stares at overhead
minute, then puts
for 20 seconds
hand down
Closes writing
journal before end
of lesson

Leans back in
chair
Name
Days
Sangay
Tshering
Monday
- prefers to
work alone
- having
difficulty
with report
- conference
Tues.
Wangmo
Tuesday
Tashi
editing story .
Wednesday
Thursday
Dorji
- working on
sorting ideas
- prioritizing,
outlining
- 15th entry
in Reading
Log
- chose first
biography
- great group
discussion
-shared ideas
- reviewed
writing
portfolio and
evaluated 4
pieces
Checklist
 A checklist is a tool for identifying the presence or absence of
conceptual knowledge, skills, or behaviors of the students.
 Specifically designed for assessing children's progress and
development.
 Checklists contain a list of behaviors or specific steps, which
can be marked as Present/Absent, Complete/Incomplete, Yes
/No, etc.
Format
 Checklists are often presented as lists with small check boxes
down the left hand side of the page. A small tick or check marks
is drawn in the box after the item has been completed.
Activity: Newton’s law of cooling.
Student’s
name
Excellen
t
Good
Bad
Poor
✔
Tashi
✔
Tshering
Name:
Items
date:
Yes
No
Comments
Rating scale
 A scale based on descriptive words or phrases that indicates a
student’s performance level. At a minimum, descriptors should
define the level of performance represented by the top, bottom,
and midpoint of the scale.
 A series of rating scale is used to report a student’s
performance.
Types of rating scale
 Likert -Type Rating Scales- raters select from a list of
descriptors ranging from “never” to “always” or 1 to 5 to
pinpoint their perception of the student’s proficiency on a
particular skill or behavior.
 Numerical Rating Scale- the examiner independently rates the
student’s performance on a set of predetermined skills from 0
to 10.
 Graphic Rating Scale- It uses a line graph with verbal
indicators spaced on the line to allow the ratter to show where
the student’s performance falls on line. It supplies a line graph
that represents the student’s achievement.
 Descriptive Rating Scale- It replaces the single word
descriptors with more detailed explanations on a line graph.
Rubric
 A rubric is an authentic assessment tool used to measure
students' work. It is a scoring guide that seeks to evaluate a
student's performance based on the sum of a full range of
criteria rather than a single numerical score.
Two types of rubrics
 Holistic rubrics.
 Analytic rubrics.
Holistic rubrics
 Holistic rubrics evaluate a student's overall performance, their
design limits, their ability to provide detailed feedback on a
student's specific strengths and weaknesses.
Analytical rubrics
 An analytical rubric consists of multiple separate scales, and
therefore provides a set of scores rather than just one.
 It provides detailed feedback and self-assess students
understanding or performance.
 Sample for this can be same as the holistic rubrics but here a
detail explanation is required while evaluating the child on the
given criteria.
INFO
Teaching portfolio
 It is the record of accomplishment in teaching which includes
the document and materials that suggest the scope and quality
of professor’s teaching performance.
Types of teaching portfolio
1. A summative portfolio is created for the purpose of
applying for an academic job or for promotion and tenure
within a department.
2. A formative portfolio is created for the purpose of personal
and professional development. Retrieved from
http:/ucat.osu.edu/portfolio/
Student portfolio:
o Writing portfolio:
 Pieces of writing selected by students (book review, essay,
short story, or a poem).
 The number and types of genre.
 Clarity of ideas.
 Originality.
o Reading portfolio:
 Record of the reading.
 Critical response to the books read.
PORTFOLIO TABLE OF CONTENT FORM
STUDENT NAME
SEMESTER/TERM/YEAR
ENTERED
ITEM
DATE
BY
REASONS FOR INCLUSION
Merits of student portfolio
 It allows the evaluators to see the student as an individual, each
unique with its own characteristics, needs, and strengths.
 It also provides a basis for future analysis and planning. By
viewing the total development of the individual participants,
the evaluator can identify areas of strengths and weaknesses,
and barriers to success.
 It accommodates the diverse learning patterns of all students
and enable each of them to realize and experience success.
References
Curriculum and professional support section(1999). Continuous assessment:
Classes VI to X. Thimphu: CAPSS.
Wangchuk, K.(2000). The feasibility of rubrics and portfolio assessment for use in
continuous assessment in Bhutan. Samtse: Karma Wangchuk.
Purpose of continuous assessment. Retrieved on 20th April, 2012 from
http://www.nied.edu.na/publications/journals/journalo/journal%209%20Ar
ticle%202.pdf.
Meaning of continuous assessment. Retrieved on 20th April from
http://www.nalanda.nitc.ac.in/misc/general/ciced/Ch25.html.
C.A. tools. Retrieved on 20th April from
http://uzspace.uzulu.ac.za/handle/10530/531.